A Meta-Analysis of Mathematics Interventions: Examining the Impacts of Intervention Characteristics

Rojo, Megan; Gersib, Jenna; Powell, Sarah R.; Shen, Zhina; King, Sarah G.; Akther, Syeda Sharjina; Arsenault, Tessa L.; Bos, Samantha E.; Lariviere, Danielle O.; Lin, Xin

doi:10.1007/s10648-023-09843-0

Cited by 3 publications

(1 citation statement)

References 130 publications

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“…The topic of the development of interventions for dyscalculia and for low mathematical attainment more generally, and of whether different interventions are needed for the two, is a large topic that would need an entire article in itself. Interventions for children with mathematical difficulties have been reviewed (e.g., [ 149 , 150 , 151 , 152 ]). The present article refers more specifically to the implications of research on dyscalculia for the development of methods of screening and diagnosis.…”

Section: Discussionmentioning

confidence: 99%

Developmental Dyscalculia in Relation to Individual Differences in Mathematical Abilities

Dowker

2024

Children

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There is still much debate about the exact nature and frequency of developmental dyscalculia, and about how it should be defined. This article examines several key questions in turn: Is developmental dyscalculia a distinct disorder, or should it be seen as the lower end of a continuum—or possibly more than one continuum—of numerical ability? Do individuals with developmental dyscalculia show atypical brain structure or function? Does the study of acquired dyscalculia have anything to teach us about developmental dyscalculia? In studying dyscalculia, should we look less at arithmetical ability as a single entity, and more at separable components of arithmetical ability? How heterogeneous is developmental dyscalculia, and how important is it to study individual profiles? To what extent is developmental dyscalculia influenced by domain-specific versus domain-general abilities? The conclusion is that, though a significant amount has been discovered through existing research, and though this has some important implications for screening and diagnosis of dyscalculia, there is much more research that still needs to be conducted if we are to answer all of these questions fully. In particular, the study of developmental dyscalculia must be more integrated with the study of individual differences in mathematics in the population as a whole.

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Section: Discussionmentioning

confidence: 99%

Developmental Dyscalculia in Relation to Individual Differences in Mathematical Abilities

Dowker

2024

Children

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The Effects of Using Length Models to Teach Fraction and Decimal Translation

Rojo,

King,

Gersib

et al. 2024

Learning Disability Quarterly

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Competence with rational numbers is essential for mathematics proficiency in secondary mathematics. However, many students struggle with rational number concepts, and students with mathematics difficulties struggle even more. The purpose of this study was to examine the effects of an intervention that incorporated the use of explicit instruction and length models to teach the relationship between fractions and decimals to fourth-grade students with mathematics difficulties. To conduct this study, the researcher employed a multiple probe design across three intervention groups. The results of a visual analysis determined that a functional relation existed between a fraction and decimal intervention and increased performance on two dependent variables: base-10 fraction magnitude and fraction-to-decimal translation. The magnitude of change was calculated using a between-case standardized mean difference, and the results of a social validity questionnaire were presented.

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Power of GeoGebra in Igniting the Interest in Learning Quadratic Functions

Pospos,

Piñero

2024

JIP

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This study investigated the perceived relationship between students’ interest in learning quadratic functions after utilizing GeoGebra and their perceived usefulness. The study used a quasi-experimental design, specifically the one-group pretest-posttest design using a single-stage cluster sampling technique, to identify Grade 9 students' interest levels before and after using GeoGebra software in the school year 2023- 2024 at Demetrio L. Alviola National (Memorial) High School. It also used the weighted mean, Wilcoxon test, and Spearman rank correlation coefficient to compare pre- and post-evaluation interest in learning quadratic functions. The results showed that GeoGebra effectively increased students’ interest in quadratic functions, igniting a greater passion for the subject matter. Furthermore, using GeoGebra tools increased students' interest in learning, leading to greater confidence, participation, and motivation to understand quadratic functions. This encompassed tasks such as graphing, solving equations, and applying their knowledge to real-world scenarios, representing a significant shift before and after incorporating geometry into the learning process. Certainly, GeoGebra's engaging and vibrant components help students to relax and stay engaged, enhancing the enjoyment and collaboration aspects of education. The findings also showed that students' substantial progress in three areas—understanding concepts, engaging with teachers, and assessment results—is closely associated with their interest in learning more about quadratic functions. Students more enthusiastic about quadratic functions are more likely to comprehend these topics using GeoGebra.

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A Meta-Analysis of Mathematics Interventions: Examining the Impacts of Intervention Characteristics

Cited by 3 publications

References 130 publications

Developmental Dyscalculia in Relation to Individual Differences in Mathematical Abilities

Developmental Dyscalculia in Relation to Individual Differences in Mathematical Abilities

The Effects of Using Length Models to Teach Fraction and Decimal Translation

Power of GeoGebra in Igniting the Interest in Learning Quadratic Functions

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