Ecological and Population Validity of Mathematics Interventions for Diverse Students With Low Mathematics Achievement: A Meta-Analysis. (February 2022)

• Record Type: Journal Article
• Authors: Dennis, Minyi Shih; Sorrells, Audrey M.; Chovanes, Jacquelyn; Kiru, Elisheba W.
• Is Part Of: Learning disability quarterly. Volume 45:Number 1(2022)
• Page Start: 32
• Page End: 45
• Publication Date: 2022-02
• Subjects: meta-analysis -- mathematics -- intervention -- low achievement -- ecological validity; Learning disabilities -- Periodicals; 371.905
• DOI: 10.1177/07319487211010342
• Languages: English
• ISSNs: 0731-9487

Abstract

This meta-analysis examined the ecological and population validity of intervention research for students with low mathematics achievement (SWLMA). Forty-four studies published between 2005 and 2019 that met the inclusionary criterion were included in this analysis. Our findings suggest, to improve the external validity and generalizability of research, more detailed descriptions of participants and the socio-cultural contexts of the intervention studies are warranted.