Mathematics Instruction for Students With Learning Disabilities: A Meta-Analysis of Instructional Components
Primary school (grades 1–6) Lower secondary (grades 7–9) Special education and inclusion Explicit teaching and knowledge building
Links to claims
Supports (1)
| Claim | Basis |
|---|---|
| C32 | Meta-analysis of 42 maths interventions for students with learning disabilities: most components significant, mean effects 0.21–1.56; explicit instruction and heuristics strongest; student goal-setting feedback and within-class peer tutoring not significant. Per-component, not a pooled average; abstract only. |
Review state: first-pass draft, pending human review.
Source note
Syntes: Gersten et al. (2009) — the classic meta-analysis of maths teaching for pupils with learning disabilities
Källa: Gersten, R., Chard, D. J., Jayanthi, M., Baker, S. K., Morphy, P. & Flojo, J. (2009). Mathematics Instruction for Students With Learning Disabilities: A Meta-Analysis of Instructional Components. Review of Educational Research 79(3), 1202–1242. https://doi.org/10.3102/0034654309334431
Verified content
- [abstract] 42 interventions (RCTs and quasi-experiments) for students with learning disabilities in maths.
- [abstract] Most instructional components had significant mean effects from 0.21 to 1.56.
- [abstract] Student feedback with goal-setting and within-class peer-assisted learning did not reach significance.
- [abstract] Teaching heuristics and explicit instruction gave the clearest added gains.
Limits
- [assessment] Abstract only. Learning disabilities in maths only (not the full SEND range); effects are per component, not one overall average, and the upper range is large and likely includes small studies.
Why it is in the library
The standard older maths-side source for C32, showing which kinds of targeted teaching carry the effect and that not all of them work.
Added 2026-11-01 by the project (weekly source sweep, kind: old; read: abstract). [abstract] = from the published abstract; [full text] = read in the full text; [assessment] = the project's own assessment.
Metadata as recorded
- ID
- SEND-005
- Tier
- meta
- Titel
- Mathematics Instruction for Students With Learning Disabilities: A Meta-Analysis of Instructional Components
- Författare
- Gersten, R., Chard, D. J., Jayanthi, M., Baker, S. K., Morphy, P. & Flojo, J.
- År
- 2009 (Review of Educational Research 79(3), 1202–1242)
- Källa/DOI
- https://doi.org/10.3102/0034654309334431
- URL
- https://doi.org/10.3102/0034654309334431
- Typ
- meta-analysis of 42 interventions (RCTs and quasi-experiments) for students with learning disabilities in mathematics
- Åldersgrupp
- grundskola-lag;grundskola-hog
- Teman
- specialpedagogik-och-inkludering;explicit-undervisning-kunskap
- Hämtad
- 2026-11-01
- Paywall
- paywalled
- Tillagd
- source sweep 2026-11-01 (kind: old); links pending human review
The original files (PDF or abstract) are kept in the project archive and are not published here.