The Effects of Algebraic Equation Solving Intervention for Students With Mathematics Learning Difficulties

Abstract

The purpose of this study was to examine the effects of algebraic equation solving intervention for sixth graders with mathematics learning difficulties (MD). A total of 48 students with MD were randomly assigned to either the algebraic equation solving intervention, Mystery Math ( n = 24) or control condition ( n = 24). The multicomponent intervention was based on the principles of explicit instruction and focused on improving conceptual and procedural knowledge of algebraic equation solving using concrete manipulatives. Students in the intervention group received instruction in pairs, 30 min per session, 3 sessions per week for 5 weeks (i.e., 15 sessions). The results indicated that the main effect of intervention was significant for 2 proximal measures of mathematics vocabulary, and conceptual and procedural understanding of algebraic equation solving with large effect sizes. However, the main effect of intervention was not significant for distal measures of comprehensive pre-algebra skills and whole-number computations. The findings demonstrate that grade-level standards can be successfully taught to students with MD. Implications for practice are discussed.

Mathematics Interventions for Adolescents with Mathematics Difficulties: A Meta‐Analysis

“…As stated earlier, recent NAEP math scores are cause for concern. More specifically, only 9% of eighth graders with disabilities, and 7% of 12th graders with disabilities, performed at or above proficient levels in 2019 (NCES, 2020). Yet low performance on high–stakes math assessments is not isolated to students with disabilities.…”

“…Therefore, it is necessary to provide all adolescents with instruction using effective interventions that enhance their math achievement and support a trajectory of positive outcomes. Disconcerting results from the National Assessment of Educational Progress ([NAEP], 2019, described below) suggest that many secondary students, including students with disabilities, are not proficient in core math standards National Center for Education Statistics [NCES], 2020. The NAEP reports indicate that many secondary students experience difficulties with math learning and performance.…”

The factor structure of mathematics anxiety and its relation to gender and mathematics performance

“…The data described in this analysis were collected as part of another study examining the effects of equation‐solving intervention for sixth‐grade students with mathematics learning difficulties (Namkung & Bricko, 2021). Data for the present analysis were based on 243 sixth‐grade students ( n = 108 for females, n = 135 for males) from two middle schools in one urban and one suburban school district in a midwestern state.…”

A Synthesis of Prealgebraic Reasoning Interventions for Students with Mathematics Difficulty in Grades 6 Through 8

“…We extracted 20 effect sizes across studies and measures. All effect sizes reported by as well as Namkung and Bricko (2021) represented treatment to control group comparisons, and all participants in both studies had MD identifications. Bottge et al (2001) reported comparisons of treatment participants with MD to control participants without MD, as well as comparisons of treatment participants with MD to treatment participants without MD.…”