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Direct linkTzu-Hsing Lin; Paul J. Riccomini; Zhigao Liang – Learning Disability Quarterly, 2025
This study reviews the literature on error patterns in mathematics among students with mathematics difficulty. We analyzed and synthesized the findings from 17 studies, focusing on the characteristics of error analysis studies, the mathematics topics examined, and the specific error patterns identified. The results revealed the following: (a) the…
Descriptors: Mathematics, Mathematics Education, Mathematics Instruction, Mathematical Concepts
Counting-Focused Intervention Effects for Students with Mathematics Difficulty: A Research Synthesis
Syeda Sharjina Akther; Sarah R. Powell; Danielle O. Lariviere – Learning Disabilities Research & Practice, 2025
Counting is foundational to success with mathematics. In this synthesis, we analyzed 17 studies about counting-focused interventions for preschool and kindergarten students with mathematics difficulty or at-risk of mathematics difficulty. All interventions addressed several components of counting, including stable order, one-to-one correspondence,…
Descriptors: Computation, Mathematics Skills, Learning Problems, Mathematical Concepts
Rojo, Megan; King, Sarah; Gersib, Jenna; Bryant, Diane P. – Remedial and Special Education, 2023
Understanding rational numbers is critical for secondary mathematics achievement. However, students with mathematics difficulties (MD) struggle with rational number topics, including fractions, decimals, and percentages. The purpose of this systematic review was to describe the instructional foci of rational number interventions, determine the…
Descriptors: Mathematics Instruction, Intervention, Learning Problems, Meta Analysis
Jitendra, Asha K.; Nelson, Gena; Pulles, Sandra M.; Kiss, Allyson J.; Houseworth, James – Exceptional Children, 2016
The purpose of the present review was to evaluate the quality of the research and evidence base for representation of problems as a strategy to enhance the mathematical performance of students with learning disabilities and those at risk for mathematics difficulties. The authors evaluated 25 experimental and quasiexperimental studies according to…
Descriptors: Mathematics Instruction, Mathematics Skills, Mathematics Achievement, Learning Problems
Download full textHodgen, Jeremy; Foster, Colin; Marks, Rachel; Brown, Margaret – Education Endowment Foundation, 2018
This document presents a review of evidence commissioned by the Education Endowment Foundation to inform the guidance document "Improving Mathematics in Key Stages Two and Three" (Education Endowment Foundation, 2017). The review draws on a substantial parallel study by the same research team, funded by the Nuffield Foundation, which…
Descriptors: Mathematics Instruction, Foreign Countries, Mathematics Skills, Feedback (Response)
Misquitta, Radhika – Learning Disabilities Research & Practice, 2011
Fractions are an essential foundational skill for future mathematics success (NMAP, 2008). The purpose of this article was to review current instructional practices for teaching fractions to struggling learners and to examine the quality and effectiveness of contemporary research with a view to indicating directions for future research. A…
Descriptors: Direct Instruction, Instructional Effectiveness, Mathematics Instruction, Mathematical Concepts
Hord, Casey; Xin, Yan Ping – Learning Disabilities: A Multidisciplinary Journal, 2013
The authors completed a narrative review of studies of mathematics interventions from 1996 to 2010 for helping elementary school students with difficulties in mathematics solve word problems. Key instructional
components supported by research are teaching cognitive and metacognitive skills; schema-based instruction focusing on semantic analysis,…
Descriptors: Learning Problems, Intervention, Elementary School Students, Word Problems (Mathematics)
Peer reviewedKieran, Carolyn – Educational Studies in Mathematics, 1981
The concept of equivalence is shown to be an elusive one that provides difficulty for preschoolers through college students. The idea persists that the equal sign is a "do something," or operator symbol, rather than a symbol for an equivalence relation. (MP)
Descriptors: Cognitive Development, Educational Research, Learning Problems, Learning Theories
Fletcher, J. D. – 1983
A literature survey of more than 800 sources, 80 of which were judged to be relevant, assessed the problems Native Alaskans and American Indians experience in learning elementary and junior high school mathematics, and focused on problems amenable to solution through computer presentation of mathematics materials. Empirical evidence indicated that…
Descriptors: Alaska Natives, American Indian Education, American Indians, Computer Assisted Instruction
