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The Effects of Algebraic Equation Solving Intervention for Students With Mathematics Learning Difficulties
Jessica M Namkung1, Nicole Bricko1
1University of Nebraska-Lincoln, USA.
Journal of Learning Disabilities
|June 9, 2020
Summary
This study shows that an algebraic equation solving intervention improved math vocabulary and understanding for sixth graders with math difficulties (MD). However, it did not significantly boost overall pre-algebra or computation skills.
Area of Science:
- Educational Psychology
- Special Education
- Mathematics Education
Background:
- Students with mathematics learning difficulties (MD) often struggle with algebraic concepts.
- Effective interventions are needed to support these students in developing foundational algebraic skills.
Purpose of the Study:
- To investigate the impact of a specific algebraic equation solving intervention on sixth graders with MD.
- To assess the intervention's effects on both conceptual and procedural knowledge in algebra.
Main Methods:
- A 5-week multicomponent intervention, "Mystery Math," using explicit instruction and manipulatives.
- 48 students with MD were randomly assigned to the intervention (n=24) or control (n=24) group.
- Instruction involved paired learning, 3 sessions/week for 30 minutes each.
Main Results:
- Significant improvements were observed in mathematics vocabulary and conceptual/procedural understanding of algebraic equations.
- Large effect sizes were noted for proximal measures related to algebraic equation solving.
- No significant effects were found for distal measures of comprehensive pre-algebra skills or whole-number computations.
Conclusions:
- The "Mystery Math" intervention effectively enhanced specific algebraic skills in students with MD.
- Grade-level algebraic standards can be taught successfully to students with mathematics learning difficulties.
- Further research should explore extending intervention effects to broader mathematical competencies.
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