A Meta-Analysis of Mathematics Interventions: Examining the Impacts of Intervention Characteristics-Reference-Cited by-同舟云学术

A Meta-Analysis of Mathematics Interventions: Examining the Impacts of Intervention Characteristics

Published:2024-01-18 Issue:1 Volume:36 Page:
ISSN:1040-726X
Container-title:Educational Psychology Review
language:en
Short-container-title:Educ Psychol Rev

Author:

Rojo Megan^ORCID,Gersib Jenna^ORCID,Powell Sarah R.^ORCID,Shen Zhina^ORCID,King Sarah G.^ORCID,Akther Syeda Sharjina^ORCID,Arsenault Tessa L.^ORCID,Bos Samantha E.,Lariviere Danielle O.^ORCID,Lin Xin^ORCID

Publisher

Springer Science and Business Media LLC

Link

https://link.springer.com/content/pdf/10.1007/s10648-023-09843-0.pdf

Reference148 articles.

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2. Aunio, P., Heiskari, P., Van Luit, J. E., & Vuorio, J. M. (2015). The development of early numeracy skills in Kindergarten in low-, average-and high-performance groups. Journal of Early Childhood Research, 13(1), 3–16. https://doi.org/10.1177/1476718X14538722

3. Bailey, D. H., Watts, T. W., Littlefield, A. K., & Geary, D. C. (2014). State and trait effects on individual differences in children’s mathematical development. Psychological Science, 25(11), 2017–2026.

4. Baroody, A. J., & Lai, M. (2022). The development and assessment of counting-based cardinal number concepts. Educational Studies in Mathematics, 111(2), 185–205.

5. Bloom, H. S., Hill, C. J., Black, A. R., & Lipsey, M. W. (2008). Performance trajectories and performance gaps as achievement effect-size benchmarks for educational interventions. Journal of Research on Educational Effectiveness, 1(4), 289–328. https://doi.org/10.1080/19345740802400072

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