Despite encouraging findings that show that interventions can improve students’ math understanding, achievement gaps in math often persist or even widen for students who struggle. Practitioners play a significant role in closing these achievement gaps because they have the responsibility to select or design interventions. Practitioners may wish to consider factors that influence intervention effectiveness. This study evaluated numeracy interventions and explored how features of the studies and interventions may have influenced reported effects. Exploratory analyses revealed smaller effects when only distal measures were considered (g = 0.35; SE = 0.05), or when studies reported including more than 30 percent of participants as English learners (g = 0.44; SE = 0.12). Results also indicated variable effects across the same intervention programs. Implications for practitioners related to selecting interventions are discussed.

中文翻译：

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可能影响治疗效果的因素：帮助从业者选择早期算术干预

尽管令人鼓舞的发现表明干预可以提高学生对数学的理解，但对于那些努力奋斗的学生，数学成绩的差距通常会持续存在甚至扩大。从业者在缩小成就差距方面起着重要作用，因为他们有责任选择或设计干预措施。从业者不妨考虑影响干预效果的因素。这项研究评估了算术干预措施，并探讨了研究和干预措施的功能如何影响所报告的效果。探索性分析显示，仅考虑远端措施时（g = 0.35；SE = 0.05），或者研究报告包括超过30％的英语学习者（g = 0.44； b = 0.44； b = 0.45；s = 0.05）。SE = 0.12）。结果还表明，在相同的干预计划中，影响是可变的。讨论了对从业者与选择干预措施有关的含义。