A Systematic Review of Interventions for Algebraic Concepts and Skills of Secondary Students with Learning Disabilities

Abstract

Improving the algebraic concepts and skills of secondary school students with learning disabilities is critical for their success in college and in the job market. This research reviewed 12 studies to examine interventions for students with learning disabilities in relation to algebraic notions and competencies. The results indicate that in regard to the Common Core State Standards for Mathematics (CCSSM) Content Standards, the majority of the studies address linear equations and expressions, linear inequalities, and quadratic expressions; they show that following interventions, students' performance improved with respect to algebraic concepts and skills. The Tau-U and Hedges' g of the intervention effects computed were typically large or very large. The most commonly used instructional components in the interventions were multiple representations, a sequence and/or range of examples, and explicit instruction. Limitations and suggestions for future research are discussed.

Pedagogy, Practice, and Pride in Secondary Education: Introduction of the Critical Five

“…The five core behaviors associated with EI include (a) breaking down complex skills into more manageable chunks, (b) modeling skills step by step, (c) providing multiple opportunities to practice, (d) providing positive and corrective feedback, and (e) scaffolding instruction (Hughes et al., 2017). Secondary students who receive EI outperform peers receiving other types of instruction (e.g., discovery-based learning) in reading and writing (Scammacca et al., 2015), math (Lee et al., 2020), and science (Kaldenberg et al., 2015).…”

Math Problem Solving Interventions for Middle School Students with Learning Disabilities: A Comprehensive Literature Review

“…Therefore, students who have difficulty in solving a problem should be supported (Hutchinson, 1993). There are different intervention methods to support students with learning disabilities (Lee, Bryant, Ok & Shin, 2020;Maccini & Hughes, 1997;Maccini et al, 2007;Marita & Hord, 2017;Myers, et al, 2015). It is important to know the intervention methods and examine studies on intervention for choosing the appropriate method in line with student needs.…”

“…The other participants were generally primary and high school students with severe emotional and behavioural disorders. Another limitation is that their findings were not presented separately regarding students with learning disabilities (Lee et al, 2020). Thus, in this study, the criteria for selecting the articles were determined based on the limitations of the previous studies.…”

“…Various interventions are used to improve the performance of middle school students with learning disabilities (Lee et al, 2020;Maccini & Hughes, 1997;Maccini et al, 2007;Marita & Hord, 2017;Myers et al, 2015). These interventions generally appear as direct teaching methods, open expression methods, concrete-semiconcrete-abstract strategy, schema-based strategy, self-regulation strategies, and strategies presented through reminders.…”

“…Accordingly, firstly, Maccini and Hughes (1997) examined 43 studies conducted between 1988 and 2007, Maccini et al (2007) 23 between 1995, Myers et al (2015) 15 between 2006, and Marita and Hord (2017 12 between 2006 and 2014. Researchers advocate that it is important to deal with mathematics interventions for students with learning difficulties together (Lee et al, 2020). Although the primary aim of the abovementioned studies was to examine the math problem solving interventions for middle school students with learning disabilities, these studies are criticized for including fewer students with learning disabilities (Lee et al, 2020).…”