This meta-analysis examined the effectiveness of supplemental Tier 2 mathematics interventions for students with mathematics difficulties (MD). We reviewed 39 experimental and quasiexperimental studies that included 40 independent samples, with 61 treatment groups. Utilizing robust variance estimation (RVE), results revealed a treatment effect of 0.41. Mixed-effects meta-regression analyses revealed that Tier 2 interventions were moderated by participants’ MD status, grade level of subjects, intervention model type, interventionist, group size, intervention duration, type of outcome measure, and overall quality of the study. Results indicated that intervention model type, group size, and type of measure significantly moderated the mathematical outcomes for students with MD. We present recommendations for future research and implementation of mathematics practices.

Understanding fractions has been a pervasively difficult skill for struggling math learners, yet it is essential for success in secondary level mathematics skills. The present systematic review examined the evidence base of fraction interventions for elementary level students identified as struggling math learners. Twelve studies met inclusion criteria and were reviewed for (a) instructional focus (b) instructional components, and (c) effectiveness of the intervention on fraction performance. The majority of studies had a primary instructional focus on conceptual knowledge of fraction learning. Results of the study also indicated that all interventions included multiple evidence-based instructional components (e.g., concrete and visual representations, range and sequence of examples, etc.). These multicomponent interventions improved performance on a variety of proximal fraction outcome measures. Intervention effects were mixed for generalized outcome measures and minimal for distal outcome measures. Limitations, implications for practice, and future research directions are discussed.

National assessments suggest that many students do not display proficiency with fractions. Considering that time and materials are precious resources, many educators are looking to use technology to provide supplemental instruction with low demand on the instructor. The current study utilized a multiple-baseline design to examine the effects of the Motion Math: Bounce application on the fraction quantity comparison and number line placement skills of three fifthgrade students. Results indicate that Motion Math: Bounce improved the quantity comparison skills of all three participants and the number line skills of one participant. Additionally, all three participants made improvements from pre-to posttest on a measure of general fraction knowledge. Implications for future research and intervention implementation are discussed.Nicole M. McKevett, M.A., NCSP is a doctoral candidate in the school psychology program at the University of Minnesota-Twin Cities. Nicole's research interests include data-based decision making to inform instructional decisions for students with needs in math and writing. She is also interested in supporting districts in managing data systems for effective implementation of MTSS.Kourtney R. Kromminga, M.A. is a doctoral student in the school psychology program at the University of Minnesota-Twin Cities. Kourtney's research examines the effects of technology-mediated interventions on student performance when compared to traditional evidence-based interventions in mathematics. Kourtney is currently funded through an Office of Special Education Programs training grant which prepares students for future faculty positions.Amelia Ruedy, B.A., is a school psychology specialist student at the University of Minnesota-Twin Cities. Amelia's research interests include academic interventions for students with autism spectrum disorders and factors that contribute to student responsiveness for school-based interventions.Rachel Roesslein, M.A., is a school psychology graduate student at the University of Minnesota-Twin Cities. Her research interests center around development of academic interventions for struggling learners, particularly in the area of fraction learning within mathematics. She is currently working in Minneapolis Public Schools providing school psychological services.Kristin Running, M.A., is a doctoral student in the school psychology program at the University of Minnesota-Twin Cities. Kristin's research interests revolve around the effectiveness of academic interventions within an MTSS framework and the use of evidence-based instructional principles in interventions and core curricula.Dr. Robin S. Codding, Ph.D., is an associate professor of School Psychology at Northeastern University. Dr. Codding's work emphasizes academic interventions and associated assessment for data-based decision making, particularly in the area of mathematics. Dr. Codding was recognized as the co-recipient of the Lightner Witmer Award by APA Division 16 in 2010 for this work. She has published has over 65 peer-revi...