A Systematic Review and Meta-Analysis of Rational Number Interventions for Students Experiencing Difficulty with Mathematics

Autor/inn/en	Schumacher, Robin; Krowka, Sarah; Haymond, Kelly; Newman-Gonchar, Rebecca; Gersten, Russell
Institution	Instructional Research Group (IRG)
Titel	A Systematic Review and Meta-Analysis of Rational Number Interventions for Students Experiencing Difficulty with Mathematics
Quelle	(2020), (49 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Intervention; Numbers; Mathematics Instruction; Instructional Effectiveness; Educational Research; Academic Language; Elementary School Students; Middle School Students; Junior High School Students; Grade 3; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Grade 9 + Suchen Sie Ihr Suchwort? Zahlenraum; Mathematics lessons; Mathematikunterricht; Unterrichtserfolg; Bildungsforschung; Pädagogische Forschung; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Junior High Schools; Sekundarstufe I; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09
Abstract	This report examines which instructional components (e.g., visual representations, use of number lines, teaching and using of mathematical language) and study features (e.g., group size, interventionist training) may have contributed to the effectiveness of intervention. In choosing to focus on instructional components and study features, the findings have the capacity to inform state and district leaders, as well as teachers providing intervention, on which instructional components are necessary for a rational numbers intervention to be effective. Studies that were used in the meta-analysis were ones that focused on teaching rational numbers concepts to students experiencing mathematics difficulties in Grades 3 through 9. Approximately 1,500 studies were identified and screened, leaving 77 reports to be screened more in-depth for relevance. Those still eligible were then screened for rigor by applying the What Works Clearinghouse (WWC) evidence standards. A total of 26 studies with 4,237 unique participants from 30 independent samples were included in the meta-analysis. Results from the meta-analysis suggest that intervention programs devoting time to the teaching and use of mathematical language can substantially enhance outcomes. Mathematical language is a type of abstract academic language (terms such as "equivalent," "reciprocal," "circumference") that helps students learn mathematics concepts more precisely. When students understand and use mathematical language, it is believed that the students will more deeply understand the mathematics they are learning. (ERIC).
Anmerkungen	Instructional Research Group. 4281 Katella Avenue Ste 205, Los Alamitos, CA 90720. Web site: https://www.inresg.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01