META-ANALYSIS ON MATH INTERVENTIONS 2
Summary
The article “Mathematics Instruction for Students with Learning Disabilities: A Meta-
Analysis of Instructional Components” is a meta-analysis of 42 intervention strategies focusing
on instructional approaches to help improve the mathematical learning skills in students with
learning disabilities. Swanson and Hoskyn (1998) researched the effects of interventions on
students with LD in related subjects of academics, social skills, and cognitive functioning. They
based their research on whether a type of treatment was used to help influence the performance
of a student and if there was a measurable outcome. Xin and Jitendra (1999) researched word
problem solving for students with LD. These researchers investigated the impacts of four
instructional techniques which were representation (diagramming), computer-assisted
instruction, strategy training, and “other” (Gersten et al., 2009, p. 1204). Lastly, Kroesbergen and
Van Luit (2003) completed a meta-analysis of interventions in mathematics for elementary
students with LD. These researchers examined interventions in preparatory mathematics, basic
skills, and problem solving. They concluded that direct instruction and self-instruction were most
effective. There were many intervention strategies that were researched, but some of the most
effective strategies were explicit instruction, heuristics, student verbalization of their
mathematical reasoning, and using visual representations while solving problems. The meta-
analysis investigated four major categories for this research. The four categories were (a)
approaches to instruction and/or curriculum design, (b) providing ongoing formative assessment
data and feedback to teachers on students’ mathematics performance, (c) providing data and
feedback to students with LD on their mathematics performance, and (d) peer-assisted
mathematics instruction (Gersten et al, 2019, p. 1209). This meta-analysis research can be used
to help provide effective intervention strategies for future educators within their classroom.
META-ANALYSIS ON MATH INTERVENTIONS 3
Analysis
Explicit instruction is one of the intervention strategies used in the meta-analysis on math
interventions. “Explicit instruction is a way to teach in a direct, structured way” (Greene, 2022).
This intervention strategy is used to provide clear instructions for students during the lesson.
During explicit instruction, the teacher provided step-by-step instructions for solving the problem
and students were then asked to use the instructions provided to solve the problem (Gersten et
al., 2019, p. 1210). This intervention strategy provides the students with the necessary tools to
complete problems and allows them to practice solving problems on their own.
Another intervention strategy discussed in the meta-analysis on math interventions is the
use of heuristics. Heuristics was defined as a “method or strategy that exemplifies a generic
approach for solving a problem” (Gersten et al., 2019, p. 1210). This approach could be helpful
when teaching students with learning disabilities because it would not allow them to get
overwhelmed with multiple, complicated steps in solving a problem.
Student verbalizations of their mathematical reasoning is also another intervention
strategy discussed. This intervention strategy is the “encouragement of students’ thinking aloud
about their approach to solving a problem” (Gersten et al., 2019, p. 1210). The use of verbalizing
their mathematical reasoning is a good intervention to use during small groups within a
classroom. Allowing peers to discuss their problem solving and mathematical thinking with each
other could open their eyes to new ways to solve the problem.
Lastly, is the use of visual representations while solving problems. “Teaching students to
systematically use a visual representation to solve word problems has led to substantial
improvements in math achievement for students with learning disabilities” (Paulsen, 2014). The
META-ANALYSIS ON MATH INTERVENTIONS 4
use of visuals is used as tools in mathematics and helps students have a physical representation
when solving a problem. Teachers use many different types of manipulatives during math lessons
in the classroom to help students have a visual when learning new concepts. This intervention
strategy is extremely beneficial to those students who are hands on learners.
Application
This meta-analysis showed that not all intervention strategies are effective. Every student
is different in their own unique way and will learn differently. It is an educator’s job to figure out
what intervention strategy works best for that student. As an educator myself, I plan to
incorporate the interventions of heuristics and explicit instruction in my classroom. These
interventions seem helpful in teaching students the necessary tools needed to understand and
solve a problem. The use of heuristics is helpful when teaching students with learning disabilities
because it simplifies and breaks down the instructions in a way they can understand. The use of
visuals is also helpful when working with LD students because it allows them to see how a
problem is broken down and solved.
Gaining knowledge about different intervention strategies is always helpful within the
world of education. Teachers can use each intervention strategy learned to help satisfy the needs
of their students. As stated above, no student is the same, therefore it is crucial to know how to
incorporate multiple intervention strategies within a classroom. The use of these intervention
strategies in the classroom can aid students in figuring out their own understanding of
mathematical concepts and be able to solve them on their own.
META-ANALYSIS ON MATH INTERVENTIONS 5
References
Gersten, R., Chard, D.J., Jayanthi, M., Baker, S.K., Morphy, P., & Flojo, J. (2009). Mathematics
instruction for students with learning disabilities: a meta-analysis of instructional
components. https://www.jstor.org/stable/40469093
Greene, K. (2022). What Is Explicit Instruction? Understood.
https://www.understood.org/en/articles/what-is-explicit-instruction
Paulsen, K. (2014). IRIS | Page 5: Visual Representations. Vanderbilt.edu.
https://iris.peabody.vanderbilt.edu/module/math/cresource/q2/p05/
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