A Synthesis of Empirical Research on Teaching Mathematics to Low-Achieving Students

Abstract

The purpose of this study was to synthesize research on the effects of interventions to improve the mathematics achievement of students considered low achieving or at risk for failure. Meta-analytic techniques were used to calculate mean effect sizes for 15 studies that met inclusion criteria. Studies were coded according to 5 categories of mathematics interventions, and effect sizes were examined on a study-by-study basis within each of these categories. Results indicated that different types of interventions led to improvements in the mathematics achievement of students experiencing mathematics difficulty, including the following: (a) providing teachers and students with data on student performance; (b) using peers as tutors or instructional guides; (c) providing clear, specific feedback to parents on their children's mathematics success; and (d) using principles of explicit instruction in teaching math concepts and procedures.