A Synthesis of Technology-Mediated Mathematics Interventions for Students With or at Risk for Mathematics Learning Disabilities. Issue 2 (June 2018)

• Record Type: Journal Article
• Authors: Kiru, Elisheba W.; Doabler, Christian T.; Sorrells, Audrey M.; Cooc, North A.
• Is Part Of: Journal of special education technology. Volume 33:Issue 2(2018)
• Page Start: 111
• Page End: 123
• Publication Date: 2018-06
• Subjects: technology-mediated intervention -- mathematics learning disabilities -- explicit instruction -- computer-assisted instruction; Children with disabilities -- Education -- Audio-visual aids -- Periodicals; Educational technology -- Periodicals; Children with disabilities -- Education -- Audio-visual aids; Educational technology; Periodicals; 371.90433
• DOI: 10.1177/0162643417745835
• Languages: English
• ISSNs: 0162-6434

Abstract

With the increasing availability of technology and the emphasis on science, technology, engineering, and mathematics education, there is an urgent need to understand the impact of technology-mediated mathematics (TMM) interventions on student mathematics outcomes. The purpose of this study was to review studies on TMM interventions that target the mathematical outcomes of K–12 students with or at risk for mathematics learning disabilities (MLDs). A review of the literature revealed 19 studies (9 single-case and 10 group/quasi experimental designs) published between 2000 and 2016. Results suggest that TMM interventions had mainly positive results on the mathematics outcomes of students with or at risk for MLD. This study also examined the extent to which principles of explicit instruction were integrated in TMM interventions. While many of the interventions provided frequent practice opportunities with academic feedback, few complemented such practice opportunities with overt demonstrations and explanations of mathematical content. Implications for designing TMM interventions are discussed.