Research Article
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The Effect of Mathematics Difficulty Intervention Programs on Mathematics Performance: A Second-Order Meta-Analysis

Year 2023, Volume: 7 Issue: Special Issue 2 - Education and Psychology Research in the 100th Anniversary of the Republic, 454 - 477, 25.10.2023

Tunahan Filiz

https://doi.org/10.54535/rep.1360558

Abstract

Determining and evaluating the effects of mathematics difficulty intervention programs designed for students with MD are important for guiding teachers, researchers, and policy-makers. In this context, this research examines the influence of MD intervention programs on students' mathematical performance. Between 2009 and 2022, a total of 13 meta-analytical studies have been conducted. The research is currently exploring the consequences of intervention efforts on students diagnosed with MD for this objective. The analysis of this effect size value employs a second-order meta-analytical approach. Upon concluding the analysis process, it has been determined that the effect of MD intervention programs on students' mathematical performance is of moderate magnitude (ES = 0.70). Further, it is found that the location that MD intervention programs comprise, publication period, and features of participants are variables that cause meaningful differences in students’ mathematics performance. According to the study results, types of the program and school level are variables that do not cause any meaningful difference. However, the program of EI intervention has an important effect on the mathematics performances of individuals with MD. Obtained results and directions for forthcoming studies are discussed in the scope of this study.

Keywords

Intervention program Mathematics difficulty Mathematics performance Meta-analysis

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Year 2023, Volume: 7 Issue: Special Issue 2 - Education and Psychology Research in the 100th Anniversary of the Republic, 454 - 477, 25.10.2023

Tunahan Filiz

https://doi.org/10.54535/rep.1360558

Abstract

References

  • American Psychiatric Association [APA]. (2013). Diagnostic and statical manual of mental disorders: DSM-5. Washington, D.C: American Psychiatric Association.
  • Aunio, P., Korhonen, J., Ragpot, L., Törmänen, M., & Henning, E. (2021). An early numeracy intervention for first-graders at risk for mathematical learning difficulties. Early Childhood Research Quarterly, 55, 252-262. https://doi.org/10.1016/j.ecresq.2020.12.002
  • Benavides-Varela, S., Zandonella Callegher, C., Fagiolini, B., Leo, I., Altoè, G., & Lucangeli, D. (2020). Effectiveness of digital-based interventions for children with mathematical learning difficulties: A meta-analysis. Computers & Education, 157, 103953. https://doi.org/10.1016/j.compedu.-2020.103953
  • Bender, W. N. (2016). Learning disabilities: Characteristics, identification, and teaching strategies (6th ed). Pearson/Allyn and Bacon.
  • Borenstein, M., Hedges, L. V., Higgins, J. P., & Rothstein, H. R. (2011). Introduction to meta-analysis. West Sussex:John Wiley & Sons.
  • Butterworth, B., Varma, S., & Laurillard, D. (2011). Dyscalculia: From brain to education. Science, 332(6033), 1049-1053.
  • Chodura, S., Kuhn, J.-T., & Holling, H. (2015). Interventions for children with mathematical difficulties: A meta-analysis. Zeitschrift Für Psychologie, 223(2), 129-144. https://doi.org/10.1027/2151-2604/a000211
  • Cook, B. G., Buysse, V., Klingner, J., Landrum, T. J., McWilliam, R. A., Tankersley, M., & Test, D. W. (2015). CEC’s standards for classifying the evidence base of practices in special education. Remedial and Special Education, 36(4), 220–234. https://doi.org/10.1177/0741932514557271
  • Cooper, H., & Koenka, A. C. (2012). The overview of reviews: Unique challenges and opportunities when research syntheses are the principal elements of new integrative scholarship. American Psychologist, 67, 446-462. https://doi.org/10.1037/a0027119
  • Cortiella, C., & Burnette, J. (2008). Challenging changing: How schools and districts are improving the performance of special education students. New York, NY: National Center for Learning Disabilities.
  • Dennis, M. S., Sharp, E., Chovanes, J., Thomas, A., Burns, R. M., Custer, B., & Park, J. (2016). A meta‐analysis of empirical research on teaching students with mathematics learning difficulties. Learning Disabilities Research & Practice, 31(3), 156-168. https://doi.org/10.1111/ldrp.12107
  • Fritz, A., Haase, V. G., & Rasanen, P. (2019). International handbook of mathematical learning difficulties: From the laboratory to the classroom. Switzerland: Springer International Publishing. https://doi.org/10.1007/978-3-319-97148-3
  • Geary, D. C., Hoard, M. K., Byrd-Craven, J., Nugent, L., & Numtee, C. (2007). Cognitive mechanisms underlying achievement deficits in children with mathematical learning disability. Child Development, 78(4), 1343-1359. https://doi.org/10.1111/j.1467-8624.2007.01069.x
  • Gersten, R., Baker, S., Pugach, M., Scanlon, D., & Chard, D. (2001). Contemporary research on special education teaching. Handbook of Research on Teaching, 4, 695-722.
  • 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. Review of Educational Research, 79(3), 1202-1242. https://doi.org/10.3102/0034654309334431
  • Hew, K. F., Bai, S., Huang, W., Dawson, P., Du, J., Huang, G., Jia, C., & Thankrit, K. (2021). On the use of flipped classroom across various disciplines: Insights from a second-order meta-analysis. Australasian Journal of Educational Technology, 37(2), 132-151. https://doi.org/10.14742/-ajet.6475
  • Higgins, J.,P.,T., Green, S, (2011). Cochrane handbook for systematic reviews of interventions. The Cochrane Collaboration.
  • Huedo-Medina, T. B., Sánchez-Meca, J., Marin-Martinez, F., & Botella, J. (2006). Assessing heterogeneity in meta-analysis: Q statistic or I² index?. Psychological methods, 11(2), 193-206. https://doi.org/10.1037/1082-989X.11.2.193
  • Iseman, J. S., & Naglieri, J. A. (2011). A cognitive strategy instruction to improve math calculation for children with ADHD and LD: A randomized controlled study. Journal of Learning Disabilities, 44(2), 184-195.
  • Jin, Z. C., Zhou, X. H., & He, J. (2015). Statistical methods for dealing with publication bias in meta‐analysis. Statistics in Medicine, 34(2), 343-360. https://doi.org/10.1002/sim.6342
  • Jitendra, A. K., Alghamdi, A., Edmunds, R., McKevett, N. M., Mouanoutoua, J., & Roesslein, R. (2020). The effects of Tier 2 mathematics interventions for students with mathematics difficulties: A meta-analysis. Exceptional Children, 87(3), 307-325. https://doi.org/10.1177/00144029209-69187
  • Jitendra, A. K., Lein, A. E., Im, S., Alghamdi, A. A., Hefte, S. B., & Mouanoutoua, J. (2018). Mathematical interventions for secondary students with learning disabilities and mathematics difficulties: A meta-analysis. Exceptional Children, 84(2), 177-196. https://doi.org/10.1177/0014402917737467
  • Kaufmann, L., & von Aster, M. (2012). The diagnosis and management of dyscalculia. Deutsches Ärzteblatt International, 109(45), 767-778. https://doi.org/10.3238%2Farztebl.2012.0767
  • Kelly, K. (2020). Identifying, assessing and supporting learners with dyscalculia (1st edition). SAGE Publications Ltd.
  • Kung, J., Chiappelli, F., Cajulis, O. O., Avezova, R., Kossan, G., Chew, L., & Maida, C. A. (2010). From systematic reviews to clinical recommendations for evidence-based health care: Validation of revised assessment of multiple systematic reviews (R-AMSTAR) for grading of clinical relevance. The Open Dentistry Journal, 4, 84-91. https://doi.org/10.2174/18742106010-04010084
  • Lein, A. E., Jitendra, A. K., & Harwell, M. R. (2020). Effectiveness of mathematical word problem solving interventions for students with learning disabilities and/or mathematics difficulties: A meta-analysis. Journal of Educational Psychology, 112(7), 1388-1408. https://doi.org/10.1037-/edu0000453
  • Marfo, P., & Okyere, G. A. (2019). The accuracy of effect-size estimates under normals and contaminated normals in meta-analysis. Heliyon, 5(6), e01838. https://doi.org/10.1016/j.heli-yon.2019.e01838
  • Mathur, M. B., & VanderWeele, T. J. (2021). Estimating publication bias in meta-analyses of peer‐reviewed studies: A meta-meta-analysis across disciplines and journal tiers. Research Synthesis Methods, 12(2), 176-191. https://doi.org/10.1002/jrsm.1464
  • Mazzocco, M. M. M. (2007). Defining and differentiating mathematical learning disabilities and difficulties. In D. B. Berch & M. M. M. Mazzocco (Eds.), Why is math so hard for some children? The nature and origins of mathematical learning difficulties and disabilities (pp. 29–47). Paul H. Brookes Publishing Co.
  • Mazzocco, M. M. M., Myers, G. F., Lewis, K. E., Hanich, L. B., & Murphy, M. M. (2013). Limited knowledge of fraction representations differentiates middle school students with mathematics learning disability (dyscalculia) versus low mathematics achievement. Journal of Experimental Child Psychology, 115(2), 371-387. https://doi.org/10.1016/j.jecp.2013.01.005
  • Miles, M. B. & Huberman, A. M. (1994). Qualitative data analysis. Thousand Oaks, CA: Sage Publication.
  • Montague, M., Krawec, J., Enders, C., & Dietz, S. (2014). The effects of cognitive strategy instruction on math problem solving of middle-school students of varying ability. Journal of Educational Psychology, 106(2), 469–481. https://doi.org/10.1037/a0035176
  • Morsanyi, K., van Bers, B. M. C. W., McCormack, T., & McGourty, J. (2018). The prevalence of specific learning disorder in mathematics and comorbidity with other developmental disorders in primary school-age children. British Journal of Psychology, 109(4), 917-940. https://doi.org/10.1111/bjop.12322
  • Möller, K., Fischer, U., Cress, U., & Nuerk, H.-C. (2012). Diagnostics and intervention in developmental dyscalculia: Current issues and novel perspectives. In Z. Breznitz, O. Rubinsten, V. J. Molfese, & D. L. Molfese (Eds.), Reading, writing, mathematics and the developing brain: Listening to many voices (pp. 233–294). New York, NY: Springer.
  • Myers, J. A., Brownell, M. T., Griffin, C. C., Hughes, E. M., Witzel, B. S., Gage, N. A., Peyton, D., Acosta, K., & Wang, J. (2021). Mathematics interventions for adolescents with mathematics difficulties: A meta-analysis. Learning Disabilities Research & Practice, 36(2), 145-166. https://doi.org/10.1111/ldrp.12244
  • Myers, J. A., Hughes, E. M., Witzel, B. S., Anderson, R. D., & Owens, J. (2022). A meta-analysis of mathematical interventions for increasing the word problem solving performance of upper elementary and secondary students with mathematics difficulties. Journal of Research on Educational Effectiveness, 1-35. https://doi.org/10.1080/19345747.2022.2080131
  • Myers, J. A., Wang, J., Brownell, M. T., & Gagnon, J. C. (2015). Mathematics interventions for students with learning disabilities (LD) in secondary school: A review of the literature. Learning Disabilities: A Contemporary Journal, 13(2), 207–235.
  • National Assessment of Educational Progress [NAEP]. (2019). Mathematics assessments. New York. USA.
  • Nelson, G., & Powell, S. R. (2018). Computation error analysis: Students with mathematics difficulty compared to typically achieving students. Assessment for Effective Intervention, 43(3), 144–156. https://doi.org/10.1177/1534508417745627
  • Nelson, G., Park, S., Brafford, T., Heller, N. A., Crawford, A. R., & Drake, K. R. (2022). Reporting quality in math meta-analyses for students with or at risk of disabilities. Exceptional Children, 88(2), 125-144. https://doi.org/10.1177/00144029211050851
  • Polanin, J. R., Maynard, B. R., & Dell, N. A. (2017). Overviews in education research: A systematic review and analysis. Review of Educational Research, 87(1), 172-203. https://doi.org/10.3102/-00346543166311
  • Polloway, E., Patton, J., Serna, L., & Bailey, J. (2017). Strategies for teaching learners with special needs. Enhanced Pearson eText (11th edition). Pearson.
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Details

Primary Language English
Subjects Primary Education, Basic Training (Other)
Journal Section Articles
Authors

Tunahan Filiz 0000-0002-3149-8783

Early Pub Date October 23, 2023
Publication Date October 25, 2023
Published in Issue Year 2023 Volume: 7 Issue: Special Issue 2 - Education and Psychology Research in the 100th Anniversary of the Republic

Cite

APA Filiz, T. (2023). The Effect of Mathematics Difficulty Intervention Programs on Mathematics Performance: A Second-Order Meta-Analysis. Research on Education and Psychology, 7(Special Issue 2), 454-477. https://doi.org/10.54535/rep.1360558
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