EDLC 530 - Meta-Analysis on Math Interventions

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Liberty University *

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530

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Mathematics

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Feb 20, 2024

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Meta-Analysis on Math Intervention 1 Meta-Analysis on Math Interventions Michelle A. Towles School of Education, Liberty University Author Note I have no known conflict of interest to disclose. Correspondence concerning this article should be addressed to Michelle A. Towles. Email: More1@liberty.edu

Meta-Analysis on Math Intervention 2 Summary Mathematics Instruction for Students with Learning Disabilities: A Meta-Analysis of Instructional Components by Russel Gersten, David J. Chard, Madhavi Jayanthi, Scott K. Baker, Paul Morphy and Jonathan Flojo is a journal article that focuses on the instructional interventions for students who have learning disabilities. There are many researchers that have felt certain models of direct instruction and cognitive strategies did well and effective for helping students with learning disabilities. One researcher was H.L. Swanson and M. Hoskyn (Swanson & Hoskyn, 1998). It is estimated that 5-7% of the population of school aged children have some sort of learning disability or mathematical deficit. In Swanson and Hoskyn’s study, they investigated the effects of variety of interventions based on the performance of children with learning disabilities in areas related to academics, social skills, or cognitive functioning (Gersten, et al., 2009). Not all researchers agreed with the way Swanson and Hoskyn felt regarding interventions. That is where this particular article and study comes into play. The purpose of this study was to synthesize Randomized Control Trials and Quasi- experimental research on instructional approaches that enhance the mathematics performance of school-age students with learning disabilities (Gersten, et al., 2009). Not all experimental designs were chosen, only ones with at least one treatment and one comparison group were chosen. The article explains the specific method of choosing which studies to include in this research. They began by reviewing all published studies from 1971 to 1999, then used specific criteria to narrow down the studies even more. First, three criteria were used to determine study inclusion: Focus of the study, design of the study, and participants in the study. That was followed by coding the studies into three phases: Quality of research design, describing the studies, and determining the nature of the independent variables (Gersten, et al., 2009).

Meta-Analysis on Math Intervention 3 Analysis In this study analysis, 42 intervention studies were examined which included a wide variety of ethnicities and socioeconomic statuses. Within the studies there were several aspects that were looked at. The first was the effectiveness of Instructional Components in Isolation. Within this aspect, a random effects model and a measure of heterogeneity of outcomes were used. These is done by using feedback to students to test understanding. The findings where that 1/3 of the instructional components used resulted in significant effects (Gersten, et al., 2009). The next were approaches to instruction and/or curriculum designs. For this explicit instruction was one thing that was used to teach a variety of strategies over a variety of topics. There was also student verbalizations of their mathematical reasoning where student verbalizations were examined. Also using visual representations while solving problems were used in seven of the studies. Teachers would use visual representations followed by the mandatory student use of the same visual while solving word problems (Gersten, et al., 2009). Another intervention used for this study was providing feedback for formative assessments along with other types of feedback. This went into more detail about how to provide feedback to students any why it is important and helpful. Feedback is important; however, the next intervention and aspect was with peer-assisted mathematics instruction. This was done by using cross-age tutoring and peer-assisted learning within a class. All of the above aspects and interventions were examined in depth for the effectiveness on students with learning disabilities. Each intervention can be viewed as unique instructional components to help students.

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Meta-Analysis on Math Intervention 4 Application In my future classroom, I plan to use a lot of these instructional interventions and strategies for my students. There was so much great information in this article and study, I will be doing further research to see what I can find out include in my teachings. It is very critical that teachers have the best interventions and ways to help their students. Not all students learn the same and there are so many different levels of learning disabilities. This is why it is so important to have a variety of tools to use. That is why studies like this one are great to read.

Meta-Analysis on Math Intervention 5 References Gersten, R., Chard, D. J., Jayanthi, M., Baker, S. K., Morphy, P., & Flojo, J. (2009, September). Mathematics Instruction for Students with Learning Disabilities: A Meta-Analysis of Instructional Components. Review of Educational Research, 79 , 1202-1242. Retrieved from https://www.jstor.org/stable/40469093 Swanson, H. L., & Hoskyn, M. (1998). Experimental intervention research on students with learning disabilities: A meta-analysis of treatment outcomes. Review of Educational Research, 68 , 813- 819.

EDLC 530 - Meta-Analysis on Math Interventions

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