Award Period: 2023-10-12 - 2027-09-30

Description

The purpose of this project is to conduct a meta-analysis of group-design mathematics interventions targeting foundational whole number concepts, with a focus on children with and at risk for disabilities and mathematics difficulty in prekindergarten (preK) through grade 1. Specifically, the research team aims to identify differences in the effectiveness of such interventions for typically achieving (TA) students and students at risk for mathematics difficulty (MD) as well as the factors that may moderate differences in intervention effects, including malleable implementation factors (such as instructional format, interventionist training, and instructional strategies), outcome characteristics (such as assessment type and timing of post-test administration), grade level, and student demographic characteristics. While valuable information has been gained by prior investigations, significant gaps remain regarding for whom and under what conditions interventions targeting foundational whole number concepts work. This meta-analysis aims to inform the decisions of education stakeholders, providing guidance on which intervention components result in the greatest gains for students with MD relative to their TA peers and in which contexts these interventions are most effective."