A systematic literature review of math interventions across educational settings from early childhood education to high school

Svane, Riikka Pauliina; Willemsen, Marinka Marianne; Bleses, Dorthe; Krøjgaard, Peter; Verner, Mette; Nielsen, Helena Skyt

doi:10.3389/feduc.2023.1229849

Cited by 2 publications

(1 citation statement)

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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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From developmental theory to effective training: long-term and transfer effects of promoting the quantity–to–number word linkage in first-graders at risk for mathematical difficulties

Ennemoser,

Sinner,

Nguyen

et al. 2024

Front. Psychol.

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IntroductionThe model of quantity–to–number word linkage (QNL model) identifies relevant milestones in the process of early numerical acquisition and describes a developmental sequence that can guide the fostering of foundational mathematical abilities in at-risk children. While there is substantial evidence for the predictive value of the quantity-number competencies (QNC) described by the model, evidence supporting the preventive potential of interventions targeting these QNC is so far largely restricted to short-term effects. Findings regarding their long-term preventive impact, especially in terms of transfer to mathematical school achievement, are still limited. This quasi-experimental study aimed to address this gap by evaluating the long-term transfer effects of an intervention program that is strictly derived from the QNL model of mathematical development [QNL training; in German “Mengen, zählen, Zahlen” (MZZ)].MethodsWe assessed the quantity-number competencies of 575 first-graders and identified 119 of them as being at risk for mathematical learning difficulties, who were then assigned to three experimental conditions. Sixty one children received 12 sessions of the QNL training, while 30 underwent training in inductive reasoning. Another 28 children served as a control group, receiving no specific intervention.Results and DiscussionMulti-level analyses confirmed both significant short-and long-term effects in the specifically trained quantity–number competencies as well as transfer effects on subsequent mathematical school achievement. In accordance with previous findings, transfer effects of the QNL training on mathematical school achievement were not yet evident immediately after the intervention but turned out to be significant after a delay of 6 months and remained stable even 15 months after training. Effect sizes ranged from d = 0.32 to d = 1.12. These findings both underscore the preventive potential of interventions that are strictly driven by developmental theory and, conversely, support the theoretical assumptions of the QNL model.

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A systematic literature review of math interventions across educational settings from early childhood education to high school

Cited by 2 publications

References 142 publications

Developmental Dyscalculia in Relation to Individual Differences in Mathematical Abilities

Developmental Dyscalculia in Relation to Individual Differences in Mathematical Abilities

From developmental theory to effective training: long-term and transfer effects of promoting the quantity–to–number word linkage in first-graders at risk for mathematical difficulties

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