A Meta-Analysis of Mathematics Word-Problem Solving Interventions for Elementary Students Who Evidence Mathematics Difficulties

Autor/inn/en	Myers, Jonté A.; Witzel, Bradley S.; Powell, Sarah R.; Li, Hongli; Pigott, Terri D.; Xin, Yan Ping; Hughes, Elizabeth M.
Titel	A Meta-Analysis of Mathematics Word-Problem Solving Interventions for Elementary Students Who Evidence Mathematics Difficulties
Quelle	In: Review of Educational Research, 92 (2022) 5, S.695-742 (48 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Myers, Jonté A.) ORCID (Pigott, Terri D.) ORCID (Xin, Yan Ping)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-6543
DOI	10.3102/00346543211070049
Schlagwörter	Meta Analysis; Word Problems (Mathematics); Problem Solving; Intervention; Elementary School Students; Mathematics Skills; Effect Size; Student Characteristics + Suchen Sie Ihr Suchwort? Meta-analysis; Metaanalyse; Textaufgabe; Problemlösen; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz
Abstract	Since 1975, researchers have conducted interventions to improve the word-problem performance of elementary school students facing mathematics difficulties. The current study reports a meta-analysis of 52 studies that examined the effect of these interventions. We estimated multivariate, random-effects models (REM) with robust variance estimation (RVE) with and without outliers. Results showed a large, positive, and significant mean weighted effect size (g = 1.01 for the model with outliers; g = 0.81 for the model without outliers). Findings of meta-regression analyses showed several moderators, such as sample composition, group size, intervention dosage, group assignment approach, interventionist, year of publication, and dependent measure type, significantly explained heterogeneity in effects across studies. A sensitivity analysis showed these results were generally robust to outliers. We offer possible explanations for the findings and discuss study limitations. Finally, we propose recommendations for future research and classroom practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01