This systematic literature review investigates the effectiveness of the think aloud pair problem-solving (TAPPS) and storyboarding strategies in enhancing students' abilities to solve algebra word problems. Notably, algebra word problems pose a significant challenge to students due to their inherent complexity, requiring strong cognitive,…

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…

This meta-analysis synthesized the findings of experimental and quasi-experimental studies to determine the efficacy of math interventions for enhancing the word problem-solving accuracy of students with mathematics difficulties in Grades 4 to 12. Further, we identified intervention and design characteristics that moderate the effectiveness of…

Productive peer interactions are often characterized by productive peer talk moves. This study aims to synthesize an empirical list of productive peer talk moves from existing studies, quantify the efficacy of talk moves in promoting peer interaction and collaboration outcomes, and understand the preconditions of talk moves benefits in authentic…

This meta-analysis assessed the effect of word-problem-solving interventions on the word-problem-solving accuracy of students identified as having a learning disability (LD) or at risk for an LD in kindergarten to the sixth grade. Eighteen randomized control group designed studies met the inclusion criteria. Overall, word-problem-solving…

Mathematical problem posing, generally defined as the process of interpreting given situations and formulating meaningful mathematical problems, is academically important, and thus several interventions have been used to enhance this competence among students and teachers. Yet little is known about the interventions' various components and their…

Accurate monitoring of performance in problem-solving tasks is an important prerequisite for students' future academic success. A wide variety of interventions aiming to enhance students' monitoring accuracy have been developed, but their effectiveness is not apparent from the individual studies in which they have been examined. This meta-analysis…

Hackathons in education are increasingly recognized for their immersive learning experiences, emphasizing problem-solving and diverse innovation. Despite their acknowledged role in curricular innovation, there remains a gap in understanding their impact on student learning outcomes. This study employs the PRISMA methodology to evaluate the impact…

More than 85% of federally funded research initiatives fail to produce significant positive results (Coalition for Evidence-Based Policy, 2013). Moreover, of the less than 15% that do yield positive results, none show replicability outside of their original setting (Pogrow, 2017; Kizilcec et al., 2020). Mixed results are present in even the most…

In the field of mathematics education, the importance of visualization cannot be overstated, especially in mathematical problem-solving. The review's objective is to investigate visualization in mathematical problem-solving in secondary schools. Its status, regional contribution, subject domains, and outcomes should be the focus and…

This single-case meta-analysis is the first to provide a quantitative synthesis of the published literature on mathematics word problem-solving intervention studies for English learners with learning disabilities and mathematics difficulties. A total of ten single-subject studies were included for analysis. The current study investigated the…

The concrete-representational-abstract (CRA) approach is an instructional framework for teaching math wherein students move from using concrete materials to solve problems to using visual representations of the materials, and finally abstract concepts. This study provides a literature synthesis and meta-analysis of the effectiveness of the CRA…

Metacognitive instruction supports L2 listening learners to enhance their listening comprehension skill. To date, some review studies have investigated this topic; however, none of them has reported quantitative and qualitative findings in the form of a systematic literature review. This research addresses this gap by collecting, analyzing, and…

Research on the possible benefits of digital games for learning outcomes in STEM education has shown mixed results, which is another reason that this study is focused on inconsistencies in past research outcomes. Moreover, it seeks to explore the moderator variables which affect the success of digital games like game design, interactive…

Computational thinking (CT), which is a cognitive skill used to solve problems with computational solutions, has drawn increasing attention among researchers and practitioners due to the growing recognition of CT competence as a 21st century skill. Collaboration is commonly integrated into CT education to facilitate novice learning, but there is…