The efficacy of mathematics interventions for students with mathematics difficulties is a critical concern in educational research, particularly in light of the increasing demand for effective instructional strategies. While previous meta-analyses have explored various aspects of mathematics interventions, our study uniquely focuses on a broad range of intervention characteristics and their impacts on students’ mathematics proficiency. This meta-analysis reviewed 223 reports comprising 286 studies, encompassing data from approximately 56,477 participants. We analyzed several intervention characteristics as potential moderators, including (1) grade level, (2) group size, (3) content area, and (4) dosage. We also examined study level characteristics, including (1) research design, (2) fidelity, (3) year of study, (4) type of measure, and (5) study quality. Our findings revealed significant variability in intervention effectiveness based on targeted content areas, with fraction interventions demonstrating a pronounced impact on the effectiveness of interventions for students with MD. The study also underscored the challenges in educational research, marked by heterogeneity in type of measure and study designs. This comprehensive analysis contributes to the field by providing nuanced insights into the effectiveness of mathematics interventions, aiding educators and policymakers in developing strategies that effectively address the diverse needs of students with MD in various educational settings.

对有数学困难的学生进行数学干预的有效性是教育研究中的一个关键问题，特别是考虑到对有效教学策略的需求不断增加。虽然之前的荟萃分析已经探讨了数学干预的各个方面，但我们的研究独特地关注广泛的干预特征及其对学生数学能力的影响。这项荟萃分析回顾了 223 份报告，其中包括 286 项研究，包含来自约 56,477 名参与者的数据。我们分析了作为潜在调节因素的几个干预特征，包括（1）年级水平、（2）小组规模、（3）内容领域和（4）剂量。我们还检查了研究水平特征，包括（1）研究设计、（2​​）保真度、（3）研究年份、（4）测量类型和（5）研究质量。我们的研究结果显示，根据目标内容领域，干预效果存在显着差异，分数干预对医学博士学生的干预效果有显着影响。该研究还强调了教育研究中的挑战，其特点是测量类型和研究设计的异质性。这项全面的分析通过提供对数学干预有效性的细致入微的见解，帮助教育工作者和政策制定者制定有效满足各种教育环境中医学博士学生的多样化需求的策略，为该领域做出了贡献。