Effects of Interventions with Manipulatives on Immediate Learning, Maintenance, and Transfer in Children with Mathematics Learning Disabilities: A Systematic Review

Manipulatives are concrete or virtual objects (e.g., blocks and chips) often used in elementary grades to illustrate abstract mathematical concepts. We conducted a systematic review to examine the effects of interventions delivered with manipulatives on the learning of children with mathematics learning disabilities (MLD). The outcomes observed in the sample (N = 38) were learning, maintenance, and transfer in a variety of mathematical domains. Interventions using manipulatives were reported to be effective for a range of learning objectives (e.g., conceptual understanding and computational fluency), but several methodological weaknesses were observed. Analyses also highlighted considerable heterogeneity in the studies reviewed in terms of participant characteristics, intervention approaches, and methodology. We discuss overall effects of interventions with manipulatives in the MLD population, the methodological quality across the sample, and implications for practice.

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Building Conceptual Understanding of Linear Measurement: Teaching Students With Mathematics Learning Disabilities

Teaching Exceptional Children ◽

10.1177/0040059920919131 ◽

2020 ◽

Vol 53 (1) ◽

pp. 70-78

Author(s):

Marah Sutherland ◽

Allison R. Firestone ◽

Christian T. Doabler ◽

Ben Clarke

Keyword(s):

Learning Disabilities ◽

Conceptual Understanding ◽

Mathematics Learning ◽

Linear Measurement ◽

Mathematics Learning Disabilities

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Bootstrapping: The Emergent Technological Practices of Post-secondary Students with Mathematics Learning Disabilities

Exceptionality Education International ◽

10.5206/eei.v30i1.10912 ◽

2020 ◽

Vol 30 (1) ◽

pp. 1-24

Author(s):

Alayne Armstrong ◽

Mirela Gutica

Keyword(s):

Learning Disabilities ◽

Secondary Students ◽

Mathematics Learning ◽

Structured Interviews ◽

Mathematical Concepts ◽

Course Content ◽

Post Secondary ◽

Mathematics Learning Disabilities ◽

Post Secondary Students

Drawn from an investigation of the emergent technological practices of post-secondary students with mathematics learning disabilities, this case study employs an enactivist framework in considering the bootstrapping processes our participants report engaging in when using personal electronic devices for academic support. Video-recorded, semi-structured interviews were conducted with nine post-secondary participants with mathematics learning disabilities in two western Canadian urban centres. Findings suggest that participants used technology to control and improve sensory input in order to better access mathematics course content and monitor the accuracy of their work, engage with alternate presentations of mathematical concepts to enhance their level of understanding, reduce workload, and improve organization. We discuss how their strategies in using technology relate to Bereiter’s categorization of bootstrapping resources (1985), including imitation, chance by selection, learning support systems, and piggybacking. Grounded in a “learner’s perspective,” this case study identifies technological adaptations and strategies that may be helpful to others with mathematics learning disabilities.

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A Systematic Review of Research Syntheses for Students with Mathematics Learning Disabilities and Difficulties

10.18122/sped.143.boisestate ◽

2022 ◽

Author(s):

Gena Nelson ◽

Angela Crawford ◽

Jessica Hunt

Keyword(s):

Systematic Review ◽

Learning Disabilities ◽

Instructional Strategies ◽

Instructional Strategy ◽

Mathematics Learning ◽

Computer Assisted ◽

Mathematics Interventions ◽

Content Areas ◽

Mathematics Learning Disabilities ◽

Focus Sample

The purpose of this document is to provide readers with the coding protocol that authors used to code 36 research syntheses (including meta-analyses, evidence-based reviews, and quantitative systematic reviews) focused on mathematics interventions for students with learning disabilities (LD), mathematics learning disabilities (MLD), and mathematics difficulties (MD). The purpose of the systematic review of mathematics intervention syntheses was to identify patterns and gaps in content areas, instructional strategies, effect sizes, and definitions of LD, MLD, and MD. We searched the literature for research syntheses published between 2000 and 2020 and used rigorous inclusion criteria in our literature review process. We evaluated 36 syntheses that included 836 studies with 32,495 participants. We coded each synthesis for variables across seven categories including: publication codes (authors, year, journal), inclusion and exclusion criteria, content area focus, instructional strategy focus, sample size, methodological information, and results. The mean interrater reliability across all codes using this coding protocol was 90.3%. Although each synthesis stated a focus on LD, MLD, or MD, very few students with LD or MLD were included, and authors’ operational definitions of disability and risk varied. Syntheses predominantly focused on word problem solving, fractions, computer- assisted learning, and schema-based instruction. Syntheses reported wide variation in effectiveness, content areas, and instructional strategies. Finally, our results indicate the majority of syntheses report achievement outcomes, but very few syntheses report on other outcomes (e.g., social validity, strategy use). We discuss how the results of this comprehensive review can guide researchers in expanding the knowledge base on mathematics interventions. The systematic review that results from this coding process is accepted for publication and in press at Learning Disabilities Research and Practice.

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