Interventions to improve mathematical performance for children with mathematical learning difficulties (MLD)

Furlong, Mairéad; McLoughlin, Fergal; McGilloway, Sinéad; Geary, David C.

doi:10.1002/14651858.cd012130

Cited by 17 publications

(16 citation statements)

References 65 publications

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“…Although the authors concluded that there is sufficient evidence to support the use of CRA with children who have learning disabilities, given the nature of the instructional approach, it is impossible to determine whether the manipulatives alone had an effect on learning, or whether there are interactive effects with other aspects of the instruction. In conclusion, none of these reviews (i.e., [26][27][28]31]) allows for a systematic appraisal of interventions with manipulatives or the specific effects of manipulatives for children who struggle in mathematics (see also [32]).…”

Section: Instructional Interventions For Children With Mldmentioning

confidence: 99%

Effects of Interventions with Manipulatives on Immediate Learning, Maintenance, and Transfer in Children with Mathematics Learning Disabilities: A Systematic Review

Lafay

Osana

Valat

2019

Education Research International

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Manipulatives are concrete or virtual objects (e.g., blocks and chips) often used in elementary grades to illustrate abstract mathematical concepts. We conducted a systematic review to examine the effects of interventions delivered with manipulatives on the learning of children with mathematics learning disabilities (MLD). The outcomes observed in the sample (N = 38) were learning, maintenance, and transfer in a variety of mathematical domains. Interventions using manipulatives were reported to be effective for a range of learning objectives (e.g., conceptual understanding and computational fluency), but several methodological weaknesses were observed. Analyses also highlighted considerable heterogeneity in the studies reviewed in terms of participant characteristics, intervention approaches, and methodology. We discuss overall effects of interventions with manipulatives in the MLD population, the methodological quality across the sample, and implications for practice.

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Section: Instructional Interventions For Children With Mldmentioning

confidence: 99%

Effects of Interventions with Manipulatives on Immediate Learning, Maintenance, and Transfer in Children with Mathematics Learning Disabilities: A Systematic Review

Lafay

Osana

Valat

2019

Education Research International

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“…Dyscalculia refers to a deficit in one or many content areas of mathematics. As Furlong and colleagues () pointed out, most research thus far has focused on early problems in achieving basic mathematical skills, such as arithmetic reasoning (addition, subtraction, multiplication and division) or number‐specific precursor skills (“number sense”), eg, estimating quantities, understanding counting and transcoding between number words, digits and quantities. However, the nature of dyscalculia is multi‐faceted, which has been a challenge for practitioners attempting to develop interventions (Dowker, ).…”

Section: Introductionmentioning

confidence: 99%

Games for enhancing basic reading and maths skills: A systematic review of educational game design in supporting learning by people with learning disabilities

Lämsä¹,

Hämäläinen²,

Aro³

et al. 2018

Brit J Educational Tech

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The development of games for people with learning disabilities is one way to enhance the quality of learning and respond to the need for inclusive special educational support. Recently, game researchers have highlighted the need for paying more attention to identifying the game design choices that can strengthen learning. This paper reviews recent studies in the field of games that aim at supporting people with difficulties in learning, particularly in basic reading and maths skills. We identify the major characteristics and learning outcomes of the reviewed studies, as well as key design principles that have been used in games for enhancing basic reading and maths skills. The results show that people with specific learning difficulties have positive improvements in the quality of learning. We also found specific gamification elements that have been used to promote the learning of basic reading and maths skills. However, we call for research, which would explicitly examine the effects of game design choices on learning. Currently, the studies that address learning disabilities do not specifically define which kind of games and game design the results refer to, while game design studies do not clarify how these games influence learning. Thus, there is a need to rethink previous empirical studies on game settings for people with learning difficulties via advancing the role of game design in empirical intervention studies.

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“…As the brain issues involved in MLD are varied, affecting working memory, language processing, and visual and spatial awareness (Furlong et al, 2015;Willcut et al, 2013), students with MLD require a wide range of supports in order to assist them with performing calculations, accessing mathematical texts, following lectures, and so on. All of our participants used technology to support their academic needs, relying mostly on the mainstream technology with which they had grown up (Garcia, 2013;Trouche & Drijvers, 2010).…”

Section: Discussionmentioning

confidence: 99%

Bootstrapping: The Emergent Technological Practices of Post-secondary Students with Mathematics Learning Disabilities

Armstrong

Gutica

2020

eei

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Drawn from an investigation of the emergent technological practices of post-secondary students with mathematics learning disabilities, this case study employs an enactivist framework in considering the bootstrapping processes our participants report engaging in when using personal electronic devices for academic support. Video-recorded, semi-structured interviews were conducted with nine post-secondary participants with mathematics learning disabilities in two western Canadian urban centres. Findings suggest that participants used technology to control and improve sensory input in order to better access mathematics course content and monitor the accuracy of their work, engage with alternate presentations of mathematical concepts to enhance their level of understanding, reduce workload, and improve organization. We discuss how their strategies in using technology relate to Bereiter’s categorization of bootstrapping resources (1985), including imitation, chance by selection, learning support systems, and piggybacking. Grounded in a “learner’s perspective,” this case study identifies technological adaptations and strategies that may be helpful to others with mathematics learning disabilities.

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Interventions to improve mathematical performance for children with mathematical learning difficulties (MLD)

Cited by 17 publications

References 65 publications

Effects of Interventions with Manipulatives on Immediate Learning, Maintenance, and Transfer in Children with Mathematics Learning Disabilities: A Systematic Review

Effects of Interventions with Manipulatives on Immediate Learning, Maintenance, and Transfer in Children with Mathematics Learning Disabilities: A Systematic Review

Games for enhancing basic reading and maths skills: A systematic review of educational game design in supporting learning by people with learning disabilities

Bootstrapping: The Emergent Technological Practices of Post-secondary Students with Mathematics Learning Disabilities

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