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ERIC Number: EJ1058230
Record Type: Journal
Publication Date: 2014
Pages: 12
Abstractor: As Provided
Reference Count: 42
ISSN: ISSN-1555-6913
A Meta-Analysis of Algebra Interventions for Learners with Disabilities and Struggling Learners
Hughes, Elizabeth M.; Witzel, Bradley S.; Riccomini, Paul J.; Fries, Karen M.; Kanyongo, Gibbs Y.
Journal of the International Association of Special Education, v15 n1 p36-47 Spr 2014
The need for global competence in mathematics is apparent. Algebra is considered a gateway course to prepare students for the demands of a competitive global market. Many students demonstrate low performance in algebra; this is especially true for students with disabilities. Effective algebra instruction is essential to increase algebra achievement of struggling learners. This meta-analysis analyzes interventions aimed at improving algebra performance of students with disabilities and those who are considered at-risk for a mathematics disability. Individual and weighted effect sizes are reported. Findings indicate schema/model-based interventions and concrete-representational- abstract sequence had the largest effect sizes. Implications and need for future research are discussed.
International Association of Special Education. c/o College of Education, Northern Arizona University, P.O. Box 5774, Flagstaff, AZ 86011-5774. Tel: 928-523-8979; Fax: 928-523-1929; Web site:
Publication Type: Journal Articles; Information Analyses; Reports - Research
Education Level: Elementary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A