Mathematics interventions for students with mathematics difficulty in grades 4–12 show a statistically significant pooled treatment effect of 0.85 under a random-effects model¶

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · q3
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The RVE random-effects model estimated a statistically significant treatment effect of 0.85 (p < .001) for mathematics interventions with students with MD in grades 4–12. → Stevens 2018

Evidence¶

Stevens 2018¶

Stevens, E. A., Rodgers, M. A., & Powell, S. R. (2018). Intensive interventions in mathematics for upper elementary and secondary students: A meta-analysis of research. Remedial and Special Education, 39(6), 327–340. https://doi.org/10.1177/0741932517731887

q3 · i? · quant-synthesis · r3

Meta-analysis of 25 studies (102 effect sizes) published 1990–2015, using Hedge's g and robust variance estimation with ρ = 0.8. The pooled estimate was "a statistically significant treatment effect of 0.85 (p < .001)" with extreme between-study heterogeneity (I² = 86%).

"The RVE random-effects model estimated a statistically significant treatment effect of 0.85 (p < .001); 86.5% of the variance in effect sizes was between studies (τ2 = 0.48, I2 = 86%)."

Discussion¶

Related Claims¶

• Mathematics interventions produce a positive overall mean effect on mathematical outcomes for students with co-occurring mathematics and reading difficulties compared to business-as-usual control — related
• After adjusting for small-study effects and excluding small-sample studies, the underlying pooled effect of mathematics interventions for grades 4–12 is a moderate 0.49 — related
• Targeted school-based interventions have positive short-term effects on standardised reading and mathematics tests for K-6 students with or at risk of academic difficulties — a broader claim this one bears on