Scholarlink

<p>For students with mathematical learning disabilities (MLD), identifying effective mathematics learning systems that address instructional challenges is essential to promote their academic success. Despite the high amount of technology use, only a handful of empirical evidence is available on whether digital numerical activities improve children’s mathematics achievement. The main goal of this study was to examine existing research on the effects of digital mathematics interventions (DMIs) on mathematical learning disabilities (MLD). Studies included in the review were published between January 2000 and May 2023, peer-reviewed, focused on math performance or skills as learning objectives, and published in English. In total, 24 qualified studies of K-12 participants (<i>N</i> = 1,091) were selected and included in the final analysis; 386 participants with MLD and 705 participants at risk of MLD. DMIs had a medium positive effect on learning outcomes, with an effect size of 0.37 and a 95% confidence interval of 0 to 0.73 (<i>p</i> = 0.05), showing a significant improvement for K-12 students with MLD. <i>Conclusion.</i> The findings of this review study could help key stakeholders of educational technology (i.e., researchers, educators, and parents) to use digital mathematics to help children improve their basic mathematics knowledge.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

A Systematic Review and Meta-Analysis of Digital Mathematics Interventions for K-12 Students with Mathematical Learning Disabilities

  • 期刊论文

  • 发表日期：

    2025年11月6日

查看全文
  • Sabrina Shajeen Alam,
  • Jie Gao,
  • Adam Kenneth Dubé

摘要

For students with mathematical learning disabilities (MLD), identifying effective mathematics learning systems that address instructional challenges is essential to promote their academic success. Despite the high amount of technology use, only a handful of empirical evidence is available on whether digital numerical activities improve children’s mathematics achievement. The main goal of this study was to examine existing research on the effects of digital mathematics interventions (DMIs) on mathematical learning disabilities (MLD). Studies included in the review were published between January 2000 and May 2023, peer-reviewed, focused on math performance or skills as learning objectives, and published in English. In total, 24 qualified studies of K-12 participants (N = 1,091) were selected and included in the final analysis; 386 participants with MLD and 705 participants at risk of MLD. DMIs had a medium positive effect on learning outcomes, with an effect size of 0.37 and a 95% confidence interval of 0 to 0.73 (p = 0.05), showing a significant improvement for K-12 students with MLD. Conclusion. The findings of this review study could help key stakeholders of educational technology (i.e., researchers, educators, and parents) to use digital mathematics to help children improve their basic mathematics knowledge.