title: Teaching Algebra to Students With Learning Disabilities: Where Have We Come and Where Should We Go?
abstract: 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.
authors.affiliation: Miami University, Oxford, OH, USA wattsj@miamioh.edu.
authors.forename: Sarah J
authors.initials: SJ
authors.lastname: Watt
authors.affiliation: Miami University, Oxford, OH, USA.
authors.forename: Jessie R
authors.initials: JR
authors.lastname: Watkins
authors.affiliation: Miami University, Oxford, OH, USA.
authors.forename: Jason
authors.initials: J
authors.lastname: Abbitt
mesh_terms: D000293:Adolescent; D002648:Child; D004519:Education, Special / Q000379:methods*; D006801:Humans; D007859:Learning Disabilities / Q000534:rehabilitation*; D008433:Mathematics / Q000193:education*
keywords: instruction; mathematics; strategies