A Meta-Analysis of Algebra Interventions for Learners with Disabilities and Struggling Learners

Autor/inn/en	Hughes, Elizabeth M.; Witzel, Bradley S.; Riccomini, Paul J.; Fries, Karen M.; Kanyongo, Gibbs Y.
Titel	A Meta-Analysis of Algebra Interventions for Learners with Disabilities and Struggling Learners
Quelle	In: Journal of the International Association of Special Education, 15 (2014) 1, S.36-47 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1555-6913
Schlagwörter	Mathematics Instruction; Algebra; Disabilities; Mathematics Skills; Instructional Effectiveness; Meta Analysis; At Risk Students; Effect Size; Intervention; Elementary School Students; Secondary School Students; Cognitive Development; Problem Solving; Team Teaching; Instructional Materials; Single Sex Classes; Educational Technology; Teaching Methods; Manipulative Materials; Pictorial Stimuli; Equations (Mathematics); Experiential Learning; Literature Reviews + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Handicap; Behinderung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Unterrichtserfolg; Meta-analysis; Metaanalyse; Sekundarschüler; Kognitive Entwicklung; Problemlösen; Teamteaching; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Single-sex classes; Single-sex schools; Single sex schools; Getrenntgeschlechtliche Erziehung; Schule; Teaching method; Lehrmethode; Unterrichtsmethode; Hilfsmittel; Fantasieanregung; Equations; Mathematics; Gleichungslehre; Experiental learning; Erfahrungsorientiertes Lernen
Abstract	The need for global competence in mathematics is apparent. Algebra is considered a gateway course to prepare students for the demands of a competitive global market. Many students demonstrate low performance in algebra; this is especially true for students with disabilities. Effective algebra instruction is essential to increase algebra achievement of struggling learners. This meta-analysis analyzes interventions aimed at improving algebra performance of students with disabilities and those who are considered at-risk for a mathematics disability. Individual and weighted effect sizes are reported. Findings indicate schema/model-based interventions and concrete-representational- abstract sequence had the largest effect sizes. Implications and need for future research are discussed. (As Provided).
Anmerkungen	International Association of Special Education. c/o College of Education, Northern Arizona University, P.O. Box 5774, Flagstaff, AZ 86011-5774. Tel: 928-523-8979; Fax: 928-523-1929; Web site: http://iase.coe.nau.edu/index3.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01