Chua, Kayla Jane M.

SCURPENDICED
E-2SN 04/16/2021
SUMMARY OF THE ARTICLE:

The research article entitled "Mathematics Interventions for Children with Special
Educational Needs: A Meta-Analysis" was published by Evelyn Kroesbergen & Johannes E.H.
Van Luit in April 2003. This study focuses on children with special educational needs that
requires specific mathematics intervention. Although these students suffer from acquiring and
remembering arithmetic knowledge, they are still diverse in nature. Thus, different children also
require different interventions. However, the question lies on which intervention and which
characteristics of the intervention are most effective for which children. With that said, the
purpose of this research article was to determine what makes a particular mathematical
intervention effective. The categories of intervention utilized in the study includes: preparatory
arithmetic, basic skills, and problem-solving strategies. In order to addressed the major problems
of the study, the researchers utilized a multi-level regression analysis of variance. The data used
in the research were collected through a search procedure of related studies that tackles the
effectiveness of mathematical interventions for students with special needs. Overall, a total of 58
studies met their selection criteria. In terms of the calculation of effect sizes, the use of Cohen’s
d formula was utilized. Results of the study has found that the domain on basic skills has been
investigated the most. Moreover, the findings indicate that studies with single subject designs
showed greater effect sizes than of the group design studies. Also, it found out that interventions
with older students had significant higher effect than of interventions with younger students.
Furthermore, using direct instruction and self-instruction were found essential in making an
intervention to be more effective than of interventions involving the use of computer assisted
instruction and peer tutoring. Finally, the study has found four variables that explains a major
part of the between-studies variance. These variables include the design wherein studies with
single studies design are found to produced higher effect sizes than of with group designs, the
duration wherein interventions that lasted shorter has more effect than of longer interventions,
the domain of the intervention wherein problem solving domains were found to be less effective
than the basic facts and preparatory arithmetic domain, and the method which involves self-
instruction was more effective than of direct and mediated instruction.
CHART OF INTERVENTIONS:
Intervention
Self-regulated strategy
development for addition and
subtraction word problems
Self-monitoring checklists;
subtraction
Procedure
According to Montague
(2006), self-regulation
strategies allows students to besolve it. The student first reads
able to directed through the
process of solving math
problems by asking
themselves what to do, if what
must be done, monitor their
performance as they come to
the solution, and check
whether the answer they have
found is correct.
Reference: Montague, M.
(2006). Self-Regulation
Strategies for Better Math
Performance in Middle
School. Guillford Publications
According to Uberti et al.
(2004), the teacher creates a
self-monitoring checklist by
listing the pattern of errors
commonly done by the student
in a particular math problem.
The student uses this checklist
to verify his answers before
submitting his work.
Reference: Dunlap, L. K., &
Dunlap, G. (1989). A self-
monitoring package for
teaching subtraction with
regrouping to students with
learning disabilities. Journal
of Applied Behavior Analysis
Example
The teacher provides a word
problem and lets a student
the problem and takes note on
the important information.
 So, there are four people
and ticket costs around
₱20.00 for each person.
How much more do they
need if they have ₱60.00
Php?
The student then computes
and guides the self through the
process of finding the
solution.
 Now, I am subtracting
the money they have
from the total of cost for
all of the friends to get
the answer of how much
money they need.
The student then checks
whether the answer is correct.
Examples of points in the
checklist may include:
 Did I place the bigger
numbers at the top of the
subtraction problem
before the smaller
numbers?
 Did I write all numbers
carefully so that I am not
mistaking them for other
numbers?
 Did I align the numbers
in the proper place value
of columns?
 Did I recheck my
answers?
Mnemonic instruction versus
more traditional instruction on
multiplication facts
CAI (TOAM): testing and
practice; individualized
instruction
Schema training versus
According to The Access
Center (2006), Mnemonic
instruction is a form of
strategy that assists the
students to improve their
memory of a new information
through the form of keywords,
pegwords that uses rhyming
words or visual images, or
letters which may involve the
use of acronyms or acrostics.
Reference: The Access Center,
(2006). Using Mnemonic
Instruction to Tech Math.
According to Christensen
(2015), Computer Assisted
Instruction (CAI) is a form of
intervention that involves the
use of technology and
software in helping both the
teacher and the student to
understand classroom
materials contextually.
Reference: Christensen, S.
(2016). Computer-Assisted
Instruction in the
Mathematics Intervention
Classroom. St. Cloud State
University
According to Jitendra (2004),
Examples of mnemonic
strategies using keywords:
 When multiplying
integers, always
remember that “A good
thing happening to a
good person is good”
(positive x positive =
positive)
 When multiplying
integers, always
remember that “A good
thing happening to a bad
person is bad” (positive x
negative = negative)
Examples of mnemonic
strategies using letters:
 PEMDAS (parenthesis,
exponents, multiply,
divide, add, subtract)
 FOIL (First, Inner, Outer,
Last)
The teacher identifies the main
objective of instruction and
selects the available
technological support to be
used. The teacher introduces
the intervention to the students
and demonstrates how to use
it. The student sits in front of
the computer and launches the
program. The student looks
and listen to the screen. The
teacher allows the learner to
have enough time to interact
with the software while
proving assistance and
feedback.
Examples of applications to
help students learn math
includes Prodigy, Elephant
Learning Math Academy, and
CK-12
Example Problems:
traditional word problem
solving
Concrete–semiconcrete–
abstract teaching sequence for
basic math facts and coin
sums
RPT versus control; also effect According to Gazula et al.
a schema-based strategy
involves the use of schematic
diagrams to represent the
translation and solution of a
given mathematical problem.
It is a form of instruction that
teaches students to understand
the quantitative relationship
through graphs in order for the
student to solve problems
easily.
Reference: Jitendra, A.(2004).
Teaching Tutorial 3:
Teaching Mathematics
Problem Solving Using
Schema-based Strategy
Instruction. Lehigh University
According to Reed (n.d.), the
Concrete–semiconcrete–
abstract, previously called
CPA (concrete, pictorial,
abstract) and CRA (concrete,
representational, abstract) is a
teaching sequence that has 3
stages which allows the
student to understand
mathematical concepts and
promote student learning
through the use of materials
and symbols.
Reference: Reed, C. (n.d.).
Planning your Math
Instruction with CSA. The
AccodBrown Bag Teacher
Nana is 15 years old. She is 6
years older than Teemo.
Teemo is 9 years old.
There are 25 available action
figures of pokemons. Corki
has 10 of them. How many
action figures does Corki
needs to complete his
collection?
Action Action Action
figures figures figures of
of not Corki and
Corki with not with
Corki Corki
+ =
10
? 25
Concrete Stage:
The teacher models the
mathematical concept with
concrete materials such as
chips, cubes, blocks, beads,
abaci and anything that can be
associated with coins.
Semi-Concrete Stage:
In this phase, the teacher
illustrates the concrete model
into a representational model
such as drawing or
illustrations. The student may
draw circles to represent coins
Abstract Stage:
This time, the teacher
represents the mathematical
concept through the use of
numbers and mathematical
operations or symbols
For example, a student is
of parent intervention on
computation skills
Use of concrete manipulatives According to Making Number
to teach mathematical problem (2017), manipulatives are
solving
Classification and seriation According to Byington et al.
versus verbal/number concepts (2013), classification is the
(2017), Reciprocal Peer
Tutoring (RPT) is a form
of collaborative learning that
involves students of similar
academic year level to
experience interchanging roles
of being a tutor and a learner.
Reference: Gazula, S.,
McKenna, S., Cooper, S.,
Paliadelis, P. (2017). A
Systematic Review of
Reciprocal Peer Tutoring
within Tertiary Health
Profession Educational
Programs. Health Professions
Education
defined as objects which can
be used by the student in order
to understand an abstract
concept. Through the use of
concrete manipulatives, the
students can visualize,
explore, and manipulate
mathematical situation with
everyday objects in order for
the students to make sense of
ideas in a much more
meaningful way.
Reference: Making Number.
(2017). The value of Concrete
Manipulatives in Math. The
Blog
skill of grouping items with
the same characteristics.
Meanwhile, seriation is the
paired with another student.
The pair was provided with
flashcards that has
mathematical equations at the
front and an answer on the
back. The students decide on
who will be the tutor and the
tutee. The tutor holds the
flashcards and presents them
to the tutee. Once the tutee
was able to answer the
equation correctly, the tutor
flashes another card. If not,
the tutor hints the tutee. After
a few minutes, the students
switch roles and does the
same.
Example Problem:
Lulu bought 10 apples in the
market. When she got home,
she ate 3 of them. How many
apples does she have left?
In explaining the solution to
this problem, the teacher can
use materials such as Place
Value counters or Number
Rods. For example, the
teacher uses blocks to
represent the apples. The
teacher counts 10 blocks and
place them on the table. The
teacher removes 3 cubes and
asks the students to count how
many cubes were left.
Classification:
For example, the teacher gives
the student some random
pictures. The teacher instructs
the student to group the

Cognitive behavioral training
in addition and subtraction
problems
Contextualized learning
environments versus direct
instruction. Word problem
solving
process of arranging objects in
and orderly manner wit h
regards to their size, location
or position.
Reference: Byington, T., Kim,
Y., Nazarechuk, C., Weigel,
D. (2013). Math in the
Preschool Classroom
Classification, Matching,
Seriation and
Patterning, Extension.
University of Nevada
According to Crimmins (n.d.),
cognitive behavioral training
strategies allows the students
to control their own behavior
through the use of self-talk
without the influence of
external reinforcements. It
teaches students to use their
thinking in managing their
behavior.
Reference: Crimmins, J.
(n.d.). CBT in the Classroom.
The Behavior Institute
According to Khare (2018),
contextualized instruction
refers to teaching students to
make meaning out of the
content through meaningful
activities and scenarios in
pictures based on the number
of items they have.
 The student places the
pictures of 3 bags, 3
goats, and 3 pencils
together.
Seriation:
For example, the teacher gives
the student some random
pictures. The teacher instructs
the student to arrange the
pictures based on the highest
number of items to the lowest.
 The student places the
picture with 10 dogs first
and the picture with 1
dog at the last.
For example, given the
problem “Jinx has 13 ribbons.
How many ribbons will Jinx
have if Ash gave her 2
ribbons?”, the student ask
themselves questions about
the problem
 Can I solve the problem
like this and is it a
subtraction or an
addition exercise?
The student then answers
themselves
 The problem is an
addition problem and it
must be solved this way
The student then guides
himself/herself through the
process of finding the solution
and verifies his/her answer
after.
For example, the teacher
teaches the students about
subtraction word problems.
The teacher explains that in
subtraction, we always take
things away or make things

Constant time delay procedure
in teaching unknown
multiplication facts
Early numeracy based on
perceptual gestalt theory
order to make the information less. To make the concept
they are obtaining becomes much more understandable,
more relatable. the teacher provides ideas and
examples that the students can
relate subtraction in their daily
life.
 For example, when you
Reference: Khare, K. (2018).
have too much clothes
Contextualizing learning
and take away the old
using scaffolding. A Teacher’s
Hat ones from your closet,
that is subtraction
This time, the teacher gives
sample problem to apply the
idea like “7 ducks are bathing
in the pond. 3 of them got cold
and went out of the water.
How many ducks are left on
the pond?”
According to Model Teaching Preparation:
(2020), Constant Time Delay In teaching multiplication
is a form of strategy wherein facts, the teacher identifies the
the teacher provides a stimulus materials to be used like
to enhance the accuracy of flashcards and data sheets and
student responses. When the prepares them.
student does not respond Implementation:
correctly, the teacher guides During the implementation,
them with a prompt. This the teacher presents the
intervention involves three flashcards and allot them time
phases. to read and answer the
content. The flashcards serve
as the stimulus for the students
to respond. If the student was
not able to answer correctly,
Reference: Model Teaching. the teacher prompts the
(2020). Constant Time Delay: student with the correct
3 Simple Steps to Help Your answer and proceeds.
Students Master Evaluation:
Multiplication Facts The teacher looks over the
result and provides feedback.
According to Chapman (n.d.), For example, teaching
the gestalt theory of children the tally marks
perception attempts to shed system in counting patterns of
light on the way the brain numbers. The teacher teachers
interprets the relationship of thee students that 4 marks
information in a design based with a line through it (IIII)
on visual factors. It indicates the amount of 5. The

Demonstration plus model;
equal addition method of
subtracting
NCTM standards-based
intervention: problem solving,
peer collaboration, both, or
nothing (control).
Computation and word
problems
encourages the brain to not
just simply view one as a
whole but also the parts that
makes up that whole.
Reference: Chapman, C.
(n.d.). Exploring the Gestalt
Principles of Design
According to Physical
Catalyst (2017), the
demonstration method is a
form of teaching strategy that
communicates ideas on the
students through various
visual aids in a systematic
way.
Reference: Physical Catalyst.
(2017). Demonstration
method as teaching strategy:
B.Ed. Notes
According to Alexander
(2011), peer collaboration is a
form of instructional strategy
used in the classroom wherein
students work together.
student the student learns that
a line strikethrough the marks
always contains an amount of
five, the student adopts this
idea. Eventually, the child can
use this method in counting
procedures to solve certain
problems.
For example, the teacher
demonstrates the step-by-step
method in adding numbers
with two values on the board.
Afterwards, the teacher lets
the student to try doing the
method in the board by
themself.
 First, I need to align the
numbers in column
 The equation must be
arranged this way 23
vyjvjvjjbjhbjbjhjj+17
If the student creates a mistake
in solving the equation, the
teacher helps the student but
lets him/her continue.
For example, the teacher
groups the student with their
other classmates. The teacher
provides a word problem and
each members of the group
has to work together in finding
the solution. The students
brainstorm their ideas,
collaborates in finding the
 Reference: Alexander, P.
(2011). Peer Collaboration:
The relation of regulatory
behaviors to learning with
hypermedia
answer, and verifies their
solution with one another
before submitting their final
work.

Article Reference:
Van Luit, J., & Kriesbergen, E. (2003). Mathematics Interventions for Children with
Special Educational Needs: A Meta-Analysis. Remedial and Special Education. Retrieved from
Mathematics_Interventions_for_Children_with_Special Needs.pdf

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