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

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.

A Systematic Literature Review of Empirical Evidence on Students with Mathematics Learning Disabilities

Mathematics is a particularly important component in our daily life and many students find it as an exceedingly difficult subject to be learned. The similar problem is being faced by special needs students such as those with learning disabilities (LD). This paper provides a current and thorough literature review of the empirical evidence on students with mathematics learning disabilities. The authors conducted the review of literature from the year 2016 to 2020 using Education Resources Information Center (ERIC) as the database. A total of 31 articles were found. Multiple mathematics learning disabilities were identified and the educational interventions that were used vary accordingly. Finding shows that most of the studies focused on technology-based interventions to help students with intellectual disability which includes problem solving and creative thinking. The implications of the study are also discussed in this literature review, which indicates that teachers need to use the appropriate educational interventions to meet the needs of students with learning disabilities and maximize their mathematics learning outcomes in schools.

Psychological transformation methods and Countermeasures of higher vocational students with mathematics learning disabilities

In recent years, the learning disabilities of vocational school students for their weak mathematical foundation and lack of interest have become a hot topic in vocational education. Mathematics learning disabilities of vocational school students are not only objective learning difficulties, but also subjective learning psychology problems. Exploring the psychology transformation methods and countermeasures of mathematics learning disabilities of higher vocational students provides an important reference for solving this problem.

The Relationship between Learned Helplessness and Social skills among Students with Learning Disabilities in the Primary Stage

This study aimed to investigate the relationship between learned helplessness and social skills among students with learning disabilities at primary stage in Taif. A random sample of 149 male and 49 female grades four and five students with learning disabilities in reading and mathematics was selected. The researcher used two scales the learned helplessness scale by (Sorrenti, Filippello, Costa and Buzzai, 2014) and the social skills scale by (Danielson and Phelps, 2003). The results showed that females of learned helplessness (20.40%) were higher than males (12.08%). The results revealed that there is a statistically significant negative correlation between learned helplessness and social skills. There are statistically significant differences between males and females in the degrees of learned helplessness in favor of females. Also, the results show that there are statistically significant differences between males and females in the scores of social skills in favor of females. However, there are no statistically significant differences between those with reading disabilities and those with mathematics learning disabilities in the degrees of learning helplessness. Moreover, there are no differences between those with reading disabilities and those with mathematics learning disabilities in the second dimension of the social skills scale (acceptance and admiration of others) and the third dimension (social naivety). However, there are differences between those with reading disabilities and those with mathematics learning disabilities in the first dimensions and the total score of the social skills scale in favor of those with mathematics learning disabilities.