We quantitatively synthesized findings of quasi-experimental and randomized control studies of interventions designed to improve the mathematics achievement of secondary school students with mathematics difficulties (MD). We identified 45 studies (49 interventions) published between 1978 and 2020 and classified interventions into five categories: technology-based interventions (TBI), schema-based interventions (SBI), use of visual representations, cognitive-based instruction, and other. We used robust variance estimation (RVE) to address dependency in effect sizes (ESs). The cumulative effect size across 139 outcomes was moderately large (g = 0.52), with a substantial amount of between-study heterogeneity. A multiple meta-regression analysis showed several significant moderators of interventions' effectiveness, such as content domain, intervention length, and dependent measure. We discuss limitations and implications for research and classroom practice.

中文翻译：

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对数学有困难的青少年的数学干预：元分析

我们定量综合了旨在提高数学困难 (MD) 中学生数学成绩的干预措施的准实验和随机对照研究的结果。我们确定了 1978 年至 2020 年间发表的 45 项研究（49 项干预措施），并将干预措施分为五类：基于技术的干预措施 (TBI)、基于模式的干预措施 (SBI)、视觉表征的使用、基于认知的教学等。我们使用稳健方差估计 (RVE) 来解决效应大小 (ES) 的依赖性。139 个结果的累积效应大小适中（g = 0.52)，具有大量的研究间异质性。多元回归分析显示了干预有效性的几个重要调节因素，例如内容域、干预长度和依赖度量。我们讨论了研究和课堂实践的局限性和影响。