Mathematics Instruction for Students With Learning Disabilities: A Meta-Analysis of Instructional Components

Gersten, Russell; Chard, David J.; Jayanthi, Madhavi; Baker, Scott K.; Morphy, Paul; Flojo, Jonathan R.

doi:10.3102/0034654309334431

Cited by 521 publications

(838 citation statements)

References 68 publications

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“…The practice should include explicit instructions; step-by-step procedures; simultaneous training for both concepts and concrete operations; immediate, continuous, and delayed feedback; a motivating environment; and ongoing assessment (cf. Baker, Gersten & Lee, 2002;Fuchs et al, 2008;Gersten et al, 2009). Both intervention programs used in the current study (GraphoGame Math and Number Race) cover the majority of the aforementioned principles, but there is room for improvement.…”

Section: Discussionmentioning

confidence: 99%

Preventive Support for Kindergarteners Most At-Risk for Mathematics Difficulties: Computer-Assisted Intervention

Salminen

Koponen

Räsänen

et al. 2015

Mathematical Thinking and Learning

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Weaknesses in early number skills have been found to be a risk factor for later difficulties in mathematical performance. Nevertheless, only a few intervention studies with young children have been published. In this study, the responsiveness to early support in kindergarteners with most severe difficulties was examined with two different computer programs. Two intervention groups were matched by age, visuo-spatial and phonological working memory, as well as early number skills. After a short and intensive computerized intervention, the results indicated significant intervention effects for verbal counting Wilcoxon ES (r) = .46, and dot counting fluency, r = .52, when practiced with GraphoGame Math, as well as for basic arithmetic, r = .63, when practiced with Number Race. The findings suggest that a targeted computerized practice can produce specific training effects in kindergarteners most at-risk for mathematics difficulties. The results are discussed with regard to practical implications for educational game development.

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Section: Discussionmentioning

confidence: 99%

Preventive Support for Kindergarteners Most At-Risk for Mathematics Difficulties: Computer-Assisted Intervention

Salminen

Koponen

Räsänen

et al. 2015

Mathematical Thinking and Learning

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“…In fact, there is some empirical evidence from meta analyses that suggests mixtures of dimensions of teaching that cut across these categories may be most important for student learning (Hattie, 2012;Gersten et al, 2009;Seidel and Shavelson, 2007).…”

Section: The Possibility Of Decomposing Quality Of Teaching Into Diffmentioning

confidence: 99%

Observation manuals as lenses to classroom teaching: Pitfalls and possibilities

Klette

Blikstad‐Balas

2017

European Educational Research Journal

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“…According to the meta-analyses of Kroesbergen and Van Luijt (2003) and Gersten et al (2009), direct instruction, self-instruction or explicit instruction led to practically and statistically important increases in effect size. However, it is not always clear what is meant by "guided instruction" or "explicit instruction".…”

Section: What Do We Know About Effective Teaching Practices In Mathemmentioning

confidence: 99%

Assistance of Students with Mathematical Learning Difficulties—How Can Research Support Practice?—A Summary

Scherer

Beswick

DeBlois

et al. 2017

Proceedings of the 13th International Congress on Mathematical Education

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When looking at teaching and learning processes in mathematics education students with mathematical learning difficulties or disabilities are of great interest. To approach the question of how research can support practice, an important step is to clarify the group or groups of students that we are talking about. The following contribution firstly concentrates on the problem of labelling the group of students having mathematical difficulties as there does not exist a single definition. This problem might be put down to the different roots of mathematics education on the one hand and special education on the other hand. Research results with respect to concepts and models for instruction are multifaceted and related to specific content and mathematical topics as well as underlying views of mathematics. Taking into account inclusive education, a closer orientation to mathematical education can be identified and the potential of selected teaching and learning concepts can be illustrated. Beyond this, the role of the teacher and the corresponding teacher education programs are discussed.

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Mathematics Instruction for Students With Learning Disabilities: A Meta-Analysis of Instructional Components

Cited by 521 publications

References 68 publications

Preventive Support for Kindergarteners Most At-Risk for Mathematics Difficulties: Computer-Assisted Intervention

Preventive Support for Kindergarteners Most At-Risk for Mathematics Difficulties: Computer-Assisted Intervention

Observation manuals as lenses to classroom teaching: Pitfalls and possibilities

Assistance of Students with Mathematical Learning Difficulties—How Can Research Support Practice?—A Summary

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