Improving the algebraic concepts and skills of secondary school students with learning disabilities is critical for their success in college and in the job market. This research reviewed 12 studies to examine interventions for students with learning disabilities in relation to algebraic notions and competencies. The results indicate that in regard to the Common Core State Standards for Mathematics (CCSSM) Content Standards, the majority of the studies address linear equations and expressions, linear inequalities, and quadratic expressions; they show that following interventions, students’ performance improved with respect to algebraic concepts and skills. The Tau‐U and Hedges’ g of the intervention effects computed were typically large or very large. The most commonly used instructional components in the interventions were multiple representations, a sequence and/or range of examples, and explicit instruction. Limitations and suggestions for future research are discussed.

中文翻译：

---

有学习障碍的中学生代数概念和技能干预的系统评价

改善有学习障碍的中学生的代数概念和技能对于他们在大学和就业市场上的成功至关重要。这项研究回顾了12项研究，以研究与代数观念和能力有关的学习障碍学生的干预措施。结果表明，关于数学通用核心州标准（CCSSM）内容标准，大多数研究涉及线性方程和表达式，线性不等式和二次表达式。他们表明，通过干预，学生在代数概念和技能方面的表现得到了提高。牛头-U和套期克计算得出的干预效果中，通常有很大或很大。干预中最常用的指导性组件是多种表示形式，示例的顺序和/或范围以及明确的指导。讨论了未来研究的局限性和建议。