A Meta-Analysis on Teaching Mathematics to Students with Significant Cognitive Disabilities

This article reports on a comprehensive literature review and meta-analysis of 68 experiments on teaching mathematics to individuals with significant cognitive disabilities. Most of the studies in the review addressed numbers and computation or measurement. Within the computation studies identified,...

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Bibliographic Details
Published in:Exceptional children 2008-07, Vol.74 (4), p.407-432
Main Authors: Browder, Diane M., Spooner, Fred, Ahlgrim-Delzell, Lynn, Harris, Amber A., Wakemanxya, Shawnee
Format: Article
Language:English
Subjects:
Cognition & reasoning
Cognition disorders
Computation
Data Analysis
Developmental disabilities
Direct Instruction
Education
Educational aspects
Educational Planning
Independent study
Instructional Effectiveness
Interrater Reliability
Learning disabilities
Mathematical models
Mathematics
Mathematics Achievement
Mathematics education
Mathematics Instruction
Mathematics Skills
Mathematics Teachers
Measurement
Mental Retardation
Mentally disabled children
Meta Analysis
Moderate Mental Retardation
No Child Left Behind Act 2001-US
Number systems
People with disabilities
Research Design
Severe Mental Retardation
Severity (of Disability)
State Standards
Study and teaching
Systematic review
Teaching
Teaching Methods
Teaching Skills
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Summary:This article reports on a comprehensive literature review and meta-analysis of 68 experiments on teaching mathematics to individuals with significant cognitive disabilities. Most of the studies in the review addressed numbers and computation or measurement. Within the computation studies identified, most focused on counting, calculation, or number matching. For the measurement studies, nearly all focused on money skills. Of the 54 single subject design studies, 19 were classified as having all quality indicators for research design (13 representing the National Council of Teachers of Mathematics Measurement standard and 6 representing the Numbers and Operations standard). These studies offer strong evidence for using systematic instruction to teach mathematics skills and for using in vivo settings.
ISSN:0014-4029
2163-5560
DOI:10.1177/001440290807400401