A Systematic Review of Mathematics Interventions for Primary School Students without Identified Disability

Boateng, Felicia (2024). A Systematic Review of Mathematics Interventions for Primary School Students without Identified Disability. International Journal of Education and Research, 12(5) pp. 105–124.

URL: https://www.ijern.com/journal/2024/May-2024/08.pdf

Abstract

This systematic review investigated the characteristics and impact of effective mathematics intervention for low-attaining students (7-11 years) with no identified disability. A systematic search of two databases yielded 3,993 publications. A total of 10 randomised controlled trial studies from the UK and the US met the inclusion criteria with 80% of the studies demonstrating a positive effect on students’ mathematics learning outcomes. These studies focused on improving three mathematics skills: number sense skill, fluency in calculation skill and problem-solving skills. Across the review studies, nine components were identified as essential features of an effective mathematics interventions design. Implications for practice and research are discussed

Plain Language Summary

This study systematically performed a literature search to identify the different types of intervention that has been taken place to support learners who attain low in Mathematics. The focus of the interventions were those done in only the UK and the USA. The aimed to investigate the characteristics as well as the impact of a mathematics intervention. After analysing the outcome of the literature, it was found that mathematics interventions are effective to promote students learning; however, there is no specific approach to organise such mathematics intervention. Based on the findings, this study suggests nine components to consider when organising a mathematics intervention for low attaining students.

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