TY - JOUR

T1 - The Effects of Algebraic Equation Solving Intervention for Students With Mathematics Learning Difficulties

AU - Namkung, Jessica M.

AU - Bricko, Nicole

N1 - Funding Information:
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This research was supported by the Layman Seed Grant by the University of Nebraska–Lincoln to the first author. We thank students, teachers, and parents who participated in this study.
Publisher Copyright:
© Hammill Institute on Disabilities 2020.

PY - 2021/3

Y1 - 2021/3

N2 - The purpose of this study was to examine the effects of algebraic equation solving intervention for sixth graders with mathematics learning difficulties (MD). A total of 48 students with MD were randomly assigned to either the algebraic equation solving intervention, Mystery Math (n = 24) or control condition (n = 24). The multicomponent intervention was based on the principles of explicit instruction and focused on improving conceptual and procedural knowledge of algebraic equation solving using concrete manipulatives. Students in the intervention group received instruction in pairs, 30 min per session, 3 sessions per week for 5 weeks (i.e., 15 sessions). The results indicated that the main effect of intervention was significant for 2 proximal measures of mathematics vocabulary, and conceptual and procedural understanding of algebraic equation solving with large effect sizes. However, the main effect of intervention was not significant for distal measures of comprehensive pre-algebra skills and whole-number computations. The findings demonstrate that grade-level standards can be successfully taught to students with MD. Implications for practice are discussed.

AB - The purpose of this study was to examine the effects of algebraic equation solving intervention for sixth graders with mathematics learning difficulties (MD). A total of 48 students with MD were randomly assigned to either the algebraic equation solving intervention, Mystery Math (n = 24) or control condition (n = 24). The multicomponent intervention was based on the principles of explicit instruction and focused on improving conceptual and procedural knowledge of algebraic equation solving using concrete manipulatives. Students in the intervention group received instruction in pairs, 30 min per session, 3 sessions per week for 5 weeks (i.e., 15 sessions). The results indicated that the main effect of intervention was significant for 2 proximal measures of mathematics vocabulary, and conceptual and procedural understanding of algebraic equation solving with large effect sizes. However, the main effect of intervention was not significant for distal measures of comprehensive pre-algebra skills and whole-number computations. The findings demonstrate that grade-level standards can be successfully taught to students with MD. Implications for practice are discussed.

KW - algebra

KW - equation solving

KW - mathematics learning difficulties

KW - multiple representations

UR - http://www.scopus.com/inward/record.url?scp=85086152942&partnerID=8YFLogxK

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U2 - 10.1177/0022219420930814

DO - 10.1177/0022219420930814

M3 - Article

C2 - 32508218

AN - SCOPUS:85086152942

VL - 54

SP - 111

EP - 123

JO - Journal of Learning Disabilities

JF - Journal of Learning Disabilities

SN - 0022-2194

IS - 2

ER -