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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Jan 9, 2024
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Uploaded by clpeyton81
MATH INTERVENTIONS
1
Meta-Analysis on Math Interventions
Courtney Peyton
School of Education, Liberty University
Author Note
Courtney Peyton
I have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to Courtney Peyton. Email:
clpeyton@liberty.edu
MATH INTERVENTIONS
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Meta-Analysis on Math Interventions
Summary:
The research article by Gersten et al. (2009) aims to address the need for effective
mathematics instruction for students with learning disabilities (LD). The prevalence of LD in
mathematics competencies ranges from 5% to 7% of the school-age population. However, there
has been a lack of research on mathematics instruction for students with LD compared to reading
disabilities. The study conducted a meta-analysis and categorized interventions based on
instructional variables. Previous meta-analyses have indirectly examined the effectiveness of
mathematics interventions for students with LD, but none have focused specifically on this
population. Therefore, the authors aimed to fill this gap by analyzing and synthesizing research
using parametric statistical procedures.
The researchers included randomized control trials (RCTs) and high-quality quasi-
experimental designs (QEDs) in their analysis. They focused on interventions that had at least
one treatment and one comparison group, pretest comparability for QEDs, and sufficient data to
calculate effect sizes. The study found that various instructional components, such as approaches
to instruction and curriculum design, formative assessment feedback to teachers and students,
and peer-assisted mathematics instruction, had significant positive effects on the mathematics
proficiency of students with LD. Notably, teaching explicit strategies and heuristics showed the
most significant improvements in effect size. The authors acknowledged the limitations of the
study and emphasized the importance of future research and the implementation of empirically
validated strategies and techniques in mathematics instruction for students with LD.
Analysis:
The article presents a meta-analysis that focuses on analyzing instructional components
in mathematics intervention studies conducted with students with learning disabilities. The
MATH INTERVENTIONS
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authors operationalized instruction broadly, using common dimensions from contemporary
curriculum analysis as well as other key aspects of instruction that transcend specific curricula.
They examined the effectiveness of each instructional component individually and found that
most instructional components had a significant positive impact on mathematics proficiency.
However, two instructional components, namely asking students to set a goal and measure
attainment of that goal and peer-assisted learning within a class, did not yield a mean effect size
significantly greater than zero. This suggests that students with learning disabilities may struggle
with the abstractness of goal setting and may become overwhelmed or demoralized by their
progress. Peer-assisted learning within a class, while not harmful, had a meager average benefit
for students with learning disabilities. Interestingly, within-classroom peer-assisted learning
showed a statistically significant impact with low-achieving students, indicating that feedback
and prompting from peers may be more effective for students closer to average performance
levels.
When comparing the instructional components to each other, the regression analysis
found that most components were nonsignificant. This does not imply ineffectiveness, but rather
indicates that they offered similar average effects compared to other instructional components.
However, two instructional components, teaching students to use heuristics to solve problems
and explicit instruction, provided significant and unique contributions to mathematics
proficiency. The contribution of expert cross-age tutors was found to be marginally significant.
The findings of this meta-analysis align with recommendations from cognitive research
and previous meta-analyses. The use of graphic presentations, encouraging students to think
aloud, teaching abstract and concrete representations of concepts, and employing direct
instruction and cognitive strategy instruction have consistently shown positive outcomes across
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instructional disciplines and for students with learning disabilities. These findings highlight the
importance of incorporating effective instructional components to enhance mathematics learning
for students with learning disabilities.
Application:
The meta-analysis provides valuable insights into effective instruction for students with
learning disabilities in mathematics. By unpacking major themes and identifying instructional
components or techniques, the study offers a starting point for further exploration. Collaborations
between instructional researchers, mathematicians, and cognitive psychologists can contribute to
a deeper understanding of effective instructional practices. Moving forward, it is recommended
to focus on utilizing the identified instructional tools to address specific areas that pose
challenges for students with learning disabilities, such as word problems, rational numbers, and
properties of whole numbers. These areas are crucial as education shifts towards response-to-
intervention models and three-tiered instruction in mathematics. By targeting these content areas,
educators can provide targeted support and enhance learning outcomes for students with learning
disabilities in mathematics.
This article can provide valuable assistance to a teacher with teaching mathematics in the
classroom in several ways:
1. Understanding effective instructional strategies: The article discusses research on instructional
practices that have shown positive outcomes in teaching mathematics. By studying the findings
and recommendations in the article, the teacher can gain insights into effective teaching
techniques and approaches. This knowledge can help design and deliver instruction that engages
students and promotes their understanding of mathematical concepts.
MATH INTERVENTIONS
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2. Addressing common challenges: The article highlights common challenges that students face
in learning mathematics, such as conceptual understanding, problem-solving, and mathematical
reasoning. By understanding these challenges, the teacher can anticipate and address them in
instruction. The article may provide specific strategies or interventions that can be used to
support students who struggle with these challenges, ultimately helping them overcome
difficulties and succeed in mathematics.
3. Incorporating research-based interventions: The article may discuss interventions or
instructional tools that have been proven to be effective in improving students' mathematical
skills. The teacher can use this information to select and implement research-based interventions
in the classroom. By incorporating these interventions, the teacher can provide targeted support
to students who need additional help, fostering their mathematical growth and development.
4. Professional development opportunities: The article may mention professional development
opportunities or resources related to teaching mathematics. This can include workshops,
conferences, or online courses that focus on effective mathematics instruction. The teacher can
use the article as a starting point to explore further professional development opportunities that
align with needs and interests. Engaging in professional development can enhance pedagogical
knowledge and skills, enabling better support of students' learning in mathematics.
5. Reflection and self-improvement: Reading the article can prompt the teacher to reflect on
current instructional practices and consider areas for improvement. By critically examining
teaching methods considering the research findings discussed in the article, the teacher can
identify areas where adjustments or modifications may be necessary. This reflective practice can
lead to continuous growth as a mathematics educator, benefiting both the teacher and students.
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In summary, this article can help a teacher with teaching mathematics in the classroom by
providing insights into effective instructional strategies, addressing common challenges,
suggesting research-based interventions, offering professional development opportunities, and
promoting reflective practice. By utilizing the information and recommendations from the
article, the teacher can enhance teaching practices and better support students' mathematical
learning.
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References
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.
https://doi.org/10.3102/0034654309334431