Teaching Algebra to Students With Learning Disabilities Where Have We Come and Where Should We Go?

• Published in: Journal of learning disabilities Vol. 49; no. 4; pp. 437 - 447
• Main Authors: Watt, Sarah J., Watkins, Jessie R., Abbitt, Jason
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01.07.2016; SAGE Publications and Hammill Institute on Disabilities; SAGE PUBLICATIONS, INC
• Subjects: Academic standards; Adolescent; Algebra; Child; Coding; Cognitive Processes; Common Core State Standards; Context Effect; Education, Special - methods; Educational standards; Effect Size; Elementary Secondary Education; Humans; Instructional Materials; Intervention; Learning Disabilities; Learning disabled students; Learning Disorders - rehabilitation; Literature Reviews; Mathematics - education; Mathematics Instruction; Mathematics Skills; Program Effectiveness; Sequential Learning; Special education; State Standards; Students with disabilities; Teaching; Teaching Methods; Tutoring; strategies; mathematics; instruction
• ISSN: 0022-2194; 1538-4780; 1538-4780
• DOI: 10.1177/0022219414564220

This review investigates effective interventions for teaching algebra to students with learning disabilities and evaluates the complexity and alignment of skills with the Common Core State Standards in math. The review includes the results of 10 experimental and 5 single-subject designs (N = 15) producing a moderate overall effect size (g = 0.48). A total of five interventions were identified and analyzed across the studies using effect size data.