Mathematics Instruction for Students With Learning Disabilities: A Meta-Analysis of Instructional Components
Simmons University · Vanderbilt University · +5 more institutions
Abstract
The purpose of this meta-analysis was to synthesize findings from 42 interventions (randomized control trials and quasi-experimental studies) on instructional approaches that enhance the mathematics proficiency of students with learning disabilities. We examined the impact of four categories of instructional components: (a) approaches to instruction and/or curriculum design, (b) formative assessment data and feedback to teachers on students' mathematics performance, (c) formative data and feedback to students with LD on their performance, and (d) peer-assisted mathematics instruction. All instructional components except for student feedback with goal-setting and peer-assisted learning within a class resulted…
Citation impact
- FWCI
- 13.62
- Percentile
- 100%
- References
- 108
Authors
6- RGRussell GerstenCorresponding
Simmons University, Vanderbilt University, University of California, Irvine, Oregon Social Learning Center, Instructional Research Group
- DJDavid J. Chard
Southern Methodist University, Simmons University, Vanderbilt University, University of California, Irvine, Oregon Social Learning Center, Instructional Research Group
- MJMadhavi Jayanthi
Simmons University, Vanderbilt University, University of California, Irvine, Oregon Social Learning Center, Instructional Research Group
- SBScott Baker
Simmons University, University of Oregon, Vanderbilt University, University of California, Irvine, Oregon Social Learning Center, Instructional Research Group
- PMPaul Morphy
Simmons University, Vanderbilt University, University of California, Irvine, Oregon Social Learning Center, Instructional Research Group
Topics & keywords
- Mathematics education
- Formative assessment
- Heuristics
- Curriculum
- Learning disability
- Psychology
- Psychological intervention
- Teaching method
- Quality Education