What Works for Students with Mathematics Difficulties in K-12? - A recent meta-analysis

What Works for Students with Mathematics Difficulties in K-12?
Marta Pellegrini, University of Cagliari, Italy
A recent meta-analysis evaluated the effectiveness of interventions for elementary students with math difficulties. To be included in the review, studies had to use randomized or quasi-experimental designs and evaluate word-problem solving interventions.
A total of 52 studies were included in the review. Overall, results showed a significant positive effect for mathematics outcomes (ES = +1.01), with a high variability suggesting the presence of factors influencing the effect. By analyzing these factors, the results showed a larger effect when the students involved had only math difficulties (ES = +1.04) compared to both math and reading difficulties (ES = +0.66). When the intervention was delivered in large groups (more than 8 students), the effect was larger than for one-to-one or small-groups (ES = +1.41, +0.86, respectively). Intensive interventions (3 to 5 times a week) were more effective than interventions implemented one or two times weekly (ES = +1.15, +0.76, respectively). A difference was also found for instructional model: interventions involving general heuristics were more effective than the ones based on schema-based instruction (ES = +1.18, +0.71, respectively).
 
The overall effect was also influenced by methodological factors that should be considered. When only researchers delivered the intervention, the effect was higher compared to researchers plus school personnel as interventionists (ES = +1.23, +1.08, respectively). However, only interventions delivered by school personnel are easily replicable in regular school settings. Furthermore, when the effect was assessed with a measure developed by the researchers (ES = + 1.17) the effect was almost double than when measured by standardized tests (ES = + 0.59). The measure type is one of the most influential methodological factors in this meta-analysis together with group assignment and year of publication.
 
For more on methodological factors to consider, an earlier BEiB article discusses the effects of research design on effect sizes.

Views: 87

▶ Reply to This

JOIN SL 2.0

SUBSCRIBE TO

SCHOOL LEADERSHIP 2.0

Feedspot named School Leadership 2.0 one of the "Top 25 Educational Leadership Blogs"

"School Leadership 2.0 is the premier virtual learning community for school leaders from around the globe."

---------------------------

 Our community is a subscription-based paid service ($19.95/year or only $1.99 per month for a trial membership)  that will provide school leaders with outstanding resources. Learn more about membership to this service by clicking one of our links below.

 

Click HERE to subscribe as an individual.

 

Click HERE to learn about group membership (i.e., association, leadership teams)

__________________

CREATE AN EMPLOYER PROFILE AND GET JOB ALERTS AT 

SCHOOLLEADERSHIPJOBS.COM

New Partnership

image0.jpeg

Mentors.net - a Professional Development Resource

Mentors.net was founded in 1995 as a professional development resource for school administrators leading new teacher induction programs. It soon evolved into a destination where both new and student teachers could reflect on their teaching experiences. Now, nearly thirty years later, Mentors.net has taken on a new direction—serving as a platform for beginning teachers, preservice educators, and

other professionals to share their insights and experiences from the early years of teaching, with a focus on integrating artificial intelligence. We invite you to contribute by sharing your experiences in the form of a journal article, story, reflection, or timely tips, especially on how you incorporate AI into your teaching

practice. Submissions may range from a 500-word personal reflection to a 2,000-word article with formal citations.

© 2026   Created by William Brennan and Michael Keany   Powered by

Badges  |  Report an Issue  |  Terms of Service