Meta-Analysis Article

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1 Meta-Analysis Article Assignment Brandi O’Laughlin School Of Education, Liberty University EDUC 323 Teaching Elementary and Middle School Mathematics Professor Brevard November 20, 2023

2 Meta-Analysis Article Assignment In the article Mathematics Instruction for Students with learning Disabilities, A Meta- Analysis of Instructional Components , intervention and instructional strategies are identified and studied. The article focused on the describing and detailing what qualifies as an acceptable instructional component for teaching math to students with learning disabilities. The article analyzes the instructional components in a study conducted with students who have a learning disability. There are six instructional components on how to approach instruction, explicit instruction, use of heuristics, student verbalizations, using visual representations while solving problems, range and sequence of examples and other instruction and curricular variables. Though not one of the six components of instruction, it is also worth recognizing that providing feedback to students on their formative assessments has proved useful for students in understanding growth or lack of progress. Explicit Instruction The first instructional component is Explicit Instruction. Gersten et al., informs the reader that the meaning of explicit instruction has changed over time however “the essence of explicit instruction is in which explicit teaching is content driven through the optimal sequencing of examples to help students understand”(Gersten, et al, 2009). Explicit Instruction has three criteria that must be met in order to code as a correctly used instructional component. During explicit instruction, the teacher must model a step-by-step instructional plan to solving the math problem, the step by step-by-step instructional plan must be used for mor than one problem and modeled many times, and the students will need to demonstrate and perform the same steps to solve the math problem modeled by the teacher. Explicit instruction is something teachers use every day in the classroom; however, the article describes that the instruction will not count as

3 explicit instruction unless it meets all three criteria. Use of Heuristics and Student Verbalization of their Mathematical Reasoning The second instructional component is the use of heuristics. The use of heuristics is described by Gersten, et al, as “a method or strategy that exemplifies a generic approach for solving a problem” (Gersten, et al, 2009). An example of use of heuristics in instruction would be assigning the students a vocabulary definition worksheet with many steps but the teacher modify the instructions in a simpler and clearer way such as, “write down the vocabulary word and use it in a sentence.” The third instructional component is Student verbalizations of their mathematical reasoning. To qualify as an instructional intervention student verbalization must include, students verbalizing solution steps, students encouraging peers as they verbalize their critical thinking on how to solve a problem and hold verbal discussion with peers and teachers about how to solve problems and evaluate solved problems. Students need to be communicating with the teacher and their peers about what they are learning and how they are finding solutions. This is especially important for students with learning disabilities in math so the issue or problem can be identified and worked out. The article states “many students with learning disabilities are impulsive behaviorally and when faced with multistep problems they frequently attempt to solve the problems by randomly combining numbers rather than following a solution strategy step by step” (Gersten, et al, 2009). Verbalizing the steps will help prevent impulse behavior when students with learning disabilities feel overwhelmed. Verbalizing is a key component to successful effectiveness of how to solve a math problem. Visual Representations while Solving Problems The fourth instructional component is visual representations while solving problems. Visual

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4 representations are the main way we all learn mathematics, however there are important intervention instructional strategies that need to be used in order for it to qualify as an effective instructional component. Representations necessary in mathematics and “they serve as tools for mathematical communication, thought and calculation” (Gersten, et al, 2009). Students require representations to build clear visual that supports what they are learning during instruction. The two main requirements for visual representation to qualify as effective instruction is, a) the teacher models the visual representation during the explicit instruction on how to solve the problem, and b) the student used the same modeled visual representation to solve the math problem on their own. For example, a second-grade class learning to add with regrouping benefits from using base ten blocks and an operations board to visually represent the number problem. Explicit Instruction combined with systematic teaching by visually representing problems in math are proven to produce greater understanding and results. Range and Sequence of Examples and Other Instructional and Curricular Variables The fifth and sixth instructional components are range and sequence of examples and other instructional and curricular variables . Range and sequence of examples can be best describing best as a new math concept that is taught through scaffolding instruction and is sequenced by the of steps and examples to apply the new concept. When teaching a second-grade class addition with regrouping the first step is to learn the basic algorithm of regrouping, the expanded form, then scaffold the many strategies that follow. An example of range and sequence in addition by regrouping would be the use of base ten blocks on an operations board, sketching the numbers on an operations board, UPES graphs and solving regrouping story problems. Gersten et al. states, the sequence of strategies and examples may be the most important during early acquisition of new skills when scaffolding is critical for student success (Gersten, et al, 2009).

5 The final instructional component is other instructional and curricular variables. There will always be variables as long as there is instructional research. Teachers will continue to gather data and differentiate instruction and lesson plans to meet the needs of students with learning disabilities in math. Teachers will record and report data to change lesson plans and to provide feedback to students, parents and other educators that will also create more information and variables. Giving students feedback on formative assessments and performance helps them understand where they are performing and if they need help. Gersten shares, “providing students with information regarding their performance or effort is considered by many to be a key aspect of effective instruction” (Gersten, et al, 2009). Students can receive feedback from teachers, peers, parents and even technology after completing an assignment. Conclusion In conclusion, all six instruction components have been researched with the data revealing that it is essential to instruct students using the multiple instructional component strategies. My following the guidelines and criteria for each instruction component and strategy, students with learning disabilities will have a greater chance to grasp and understand mathematic concepts. As a future teacher, currently serving as an intern teacher, I have been observing in a mathematic classroom for the passes three months. While observing the 2 nd grade class during their math instruction, I have observed these instructional strategies be used and demonstrated by teachers and students. The strategies work and provide a step-by-step intervention for student who struggle with math or that have a learning disability. The knowledge gained in the physical classroom and attending this course has provided me a strong foundation to carry me to my future classroom. This article has helped me to identify instruction interventions, instruction strategies and differentiations needed to help DL students learn process and learn new concepts

6 and skills in mathematics. References

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7 Gersten, R., Chard, D. J., Jayanthi, M., Baker, S. K., Morphy, P., & Flojo, J. (2009). Mathematics Instruction for Students with Learning Disabilities: A Meta-Analysis of Instructional Components. Review of Educational Research , 79 (3), 1202–1242. http://www.jstor.org/stable/40469093 Walle, J.A.V. D., Karp, K. S., & Bay-Williams, J. M. (2018). Elementary and Middle School Mathematics (10th ed.). Pearson Education (US). https://libertyonline.vitalsource.com/books/9780134802077

Meta-Analysis Article

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