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

IF 1.9 3区 教育学 Q1 EDUCATION, SPECIAL Learning Disabilities Research & Practice Pub Date : 2020-04-08 DOI:10.1111/ldrp.12217
Jihyun Lee, Diane Pedrotty Bryant, Min Wook Ok, Mikyung Shin
{"title":"A Systematic Review of Interventions for Algebraic Concepts and Skills of Secondary Students with Learning Disabilities","authors":"Jihyun Lee,&nbsp;Diane Pedrotty Bryant,&nbsp;Min Wook Ok,&nbsp;Mikyung Shin","doi":"10.1111/ldrp.12217","DOIUrl":null,"url":null,"abstract":"<p>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 <i>Common Core State Standards for Mathematics</i> (CCSSM) <i>Content Standards</i>, 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’ <i>g</i> 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.</p>","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":null,"pages":null},"PeriodicalIF":1.9000,"publicationDate":"2020-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/ldrp.12217","citationCount":"6","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Learning Disabilities Research & Practice","FirstCategoryId":"95","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/ldrp.12217","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}
引用次数: 6

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.

查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
中学学习障碍学生代数概念和技能干预措施的系统回顾
提高学习障碍中学生的代数概念和技能对他们在大学和就业市场上的成功至关重要。本研究回顾了12项研究,以检验学习障碍学生在代数概念和能力方面的干预措施。结果表明,在国家数学共同核心标准(CCSSM)内容标准方面,大多数研究涉及线性方程和表达式、线性不等式和二次表达式;他们表明,在干预之后,学生在代数概念和技能方面的表现有所改善。所计算的干预效应的Tau-U和Hedges ' g通常较大或非常大。干预中最常用的教学成分是多重表征,一系列和/或一系列例子,以及明确的指导。讨论了今后研究的局限性和建议。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 去求助
来源期刊
CiteScore
2.60
自引率
11.10%
发文量
21
期刊最新文献
Issue Information (Aims and Scope, Subscription and copyright info, TOC and Editorial Board) Considering Social Validity in Special Education Research The Impact of Gender, Accommodations, and Disability on the Academic Performance of Canadian University Students with LD and/or ADHD Language Proficiency and the Relation to Word-Problem Performance in Emergent Bilingual Students with Mathematics Difficulties Universal and Specific Services for University Students with Specific Learning Disabilities: The Relation to Study Approach, Academic Achievement, and Satisfaction
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1