Current Knowledge and Future Directions: Proportional Reasoning Interventions for Students with Learning Disabilities and Mathematics Difficulties

Autor/inn/en	Nelson, Gena; Hunt, Jessica H.; Martin, Kristi; Patterson, Blain; Khounmeuang, Andy
Titel	Current Knowledge and Future Directions: Proportional Reasoning Interventions for Students with Learning Disabilities and Mathematics Difficulties
Quelle	In: Learning Disability Quarterly, 45 (2022) 3, S.159-171 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Martin, Kristi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9487
DOI	10.1177/0731948720932850
Schlagwörter	Students with Disabilities; Learning Disabilities; Mathematics Instruction; Mathematical Concepts; Intervention; Concept Formation; Teaching Methods; Instructional Effectiveness; Grade 5; Grade 6; Grade 7; Grade 8; Grade 9 + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Learning handicap; Lernbehinderung; Mathematics lessons; Mathematikunterricht; Concept learning; Begriffsbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; 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	The purpose of this systematic review was to examine the effectiveness of proportional reasoning interventions for students with learning disabilities (LD) or mathematics difficulty (MD). We evaluated fifth to ninth grade interventions on proportional reasoning content, instructional features, and disability and difficulty identification. The nine studies that met inclusion criteria yielded intervention effects ranging from g = -0.10 to 1.87 and from Tau-U = 0.88 to 1.00. Two of the nine studies were deemed high quality and very few studies included participants with LD. Although most studies identified the concepts addressed in the interventions, authors rarely provided in-depth descriptions of how the concept was taught. The results suggest that proportional reasoning interventions for students with LD and MD is underinvestigated. We posit that intervention research in proportional reasoning can and should be expanded upon and offer suggestions in terms of how researchers can continue to develop the knowledge base. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01