The purpose of the systematic review of mathematics intervention syntheses was to identify patterns and gaps in content areas, instructional strategies, effect sizes, and definitions of learning disabilities (LD), mathematics LD (MLD), and mathematics difficulty (MD). Using rigorous inclusion criteria, we evaluated 36 syntheses that included 836 studies with 32,495 participants. Although each synthesis stated a focus on LD, MLD, or MD, few students with LD or MLD were included, and the authors’ operational definitions of disability and risk varied. Syntheses predominantly focused on word-problem solving, fractions, computer-assisted learning, and schema-based instruction. Wide variation in effectiveness, content areas, and instructional strategies was reported. Finally, our results indicate the majority of syntheses included achievement outcomes, but very few reported on other outcomes (e.g., social validity, strategy use). We discuss how the results of this comprehensive review can guide researchers in expanding the knowledgebase on mathematics interventions.

中文翻译：

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数学学习障碍和困难学生研究综述的系统回顾

对数学干预综合的系统评价的目的是确定内容领域、教学策略、效果大小和学习障碍 (LD)、数学 LD (MLD) 和数学难度 (MD) 的定义的模式和差距。使用严格的纳入标准，我们评估了 36 项综合，其中包括 836 项研究，32,495 名参与者。尽管每个综合都强调了 LD、MLD 或 MD，但很少有患有 LD 或 MLD 的学生被包括在内，而且作者对残疾和风险的操作定义各不相同。综合主要集中在单词问题解决、分数、计算机辅助学习和基于模式的教学上。据报道，有效性、内容领域和教学策略存在很大差异。最后，我们的结果表明，大多数综合包括成就成果，但很少有人报告其他结果（例如，社会效度、策略使用）。我们讨论了这项全面审查的结果如何指导研究人员扩展数学干预的知识库。