In this systematic review, we explored mathematics interventions for middle school (Grades 6, 7, and 8) implemented with students who experienced difficulty in the area of mathematics, including students with an identified learning disability in mathematics. A total of 72 single-subject and group comparison studies met inclusion criteria, with 59 studies demonstrating positive effects on student-level mathematics outcomes. The majority of mathematics interventions focused on foundational, prealgebraic skills (e.g., operations and problem solving) related to algebraic reasoning. To understand the landscape of effective mathematics interventions and inform instruction within mathematics intervention, we identified six instructional components used with regularity within the effective studies. These components included explicit instruction, multiple representations, problem-solving instruction, mathematical language, mnemonics, and graphic organizers.

中文翻译：

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对遇到数学困难的中学生数学干预的系统评价

在本系统评价中，我们探讨了针对在数学领域遇到困难的学生（包括被确定为数学学习障碍的学生）实施的中学（6、7 和 8 年级）数学干预措施。共有 72 项单学科和组比较研究符合纳入标准，其中 59 项研究表明对学生水平的数学成绩有积极影响。大多数数学干预侧重于与代数推理相关的基础、前代数技能（例如，运算和解决问题）。为了了解有效数学干预的前景并为数学干预中的教学提供信息，我们确定了在有效研究中经常使用的六个教学组件。这些组件包括明确的指令，