A Multilevel Meta-Analysis of Whole Number Computation Interventions for Students With Learning Disabilities

Abstract

The effects of whole number computation interventions among school students with learning disabilities in Grades K to 5 were examined using a multilevel meta-analysis. Applying a correlated and hierarchical effect model of robust variance estimation, we examined the intervention effects among 15 peer-reviewed articles and dissertations (two group design and 13 single-case design studies) published between 1989 and 2021. Whole number computation interventions demonstrated a statistically significant and large effect on whole number computation outcomes ([Formula: see text] = 3.74). The type of mathematical operations, type of whole number computation measures, and the number of instructional components did not significantly affect the magnitude of the effect size estimate. However, the results showed slightly larger average effect sizes for the addition problem, the accuracy measure, and the additional number of instructional components by one. The limitations and implications for the practice of the meta-analysis are discussed, and future research directions are proposed.

Teaching Multiplicative Thinking With Virtual Representations to Children With Mathematics Difficulty

“…In addition to the composition of the teaching sequences used with virtual manipulatives, the authors noted studies targeting whole number computations for students with MD were sparse, particularly in comparison to the concrete form. For instance, a meta-analysis by Kim et al (2023) on studies examining whole number computation interventions for students with MD from 1989 to 2021 found concrete representations were incorporated in 13 of 15 eligible studies, with conversely no research found featuring the virtual form as an instructional component of their treatments. In addition, only six total studies targeted multiplication in their analysis, with the aggregate performance of students in these studies deemed lowest compared to interventions teaching addition or subtraction.…”

“…Across elementary education, both conceptual understanding and procedural fluency of whole number computations play a significant role in students developing early mathematics proficiency and are linked to their future success in secondary education (Fuchs et al, 2012). Whole number computations are number combinations (also commonly referred to as math facts) that center on calculating the sums, products, differences, and quotients of single- and double-digit numbers (Kim et al, 2023). To teach number combinations, addition and subtraction are first introduced to students in Grades K–2, and are shortly thereafter used as a foundation to teach multiplication and division in Grades 3 to 5 (National Council of Teachers of Mathematics [NCTM], 2000).…”