B1 Non-refereed journal articles
Matemaattisten oppimisvaikeuksien kuntoutus : sateenvarjokatsaus tutkimusnäyttöön (2021)
Effective interventions for mathematical learning difficulties : and umbarelle review


Ermi, Laura, Koponen, Tuire, Kuntoutuksen vaikuttavuustyöryhmä (KTV). (2021). Matemaattisten oppimisvaikeuksien kuntoutus : sateenvarjokatsaus tutkimusnäyttöön. Psykologia, 56(2), 182-199.


JYU authors or editors


Publication details

All authors or editors: Ermi, Laura; Koponen, Tuire; Kuntoutuksen vaikuttavuustyöryhmä (KTV)

Journal or series: Psykologia

ISSN: 0355-1067

Publication year: 2021

Volume: 56

Issue number: 2

Pages range: 182-199

Publisher: Suomen psykologinen seura

Publication country: Finland

Publication language: Finnish

Publication open access: Not open

Publication channel open access:


Abstract

Mathematical learning dificulties are common difficulties that can impair everyday functioning and participation from school years to adulthood. This review brings together research data published in systematic reviews and meta-analyses on the effectiveness of remediation for children and adolescents with mathematical learning dificulties. We focus on promising and evidence-based practices that could be used in the context of the neuropsychological rehabilitation of children and adolescents with mathematical learning difficulties. A systematic literature search yielded 32 articles published between 2002 and 2077.In relation to the AMSTAR 2 criteria, the methodological quality of the studies was generally low, so this umbrella review focuses on interventions of preparatory skills, basic computations and word problem solving that show positive effects in more than one review or meta-analysis. Supported by the research were especially direct and explicit teacher-led, structured methods that gradually advance from concrete modelling and supervised practice to independent practice, as well as cognitive and metacognitive strategy interventions. Children and adolescents with mathematical learning difficulties did not seem to benefit as much from computer-assisted instruction compared to other interventions, and working memory training did not produce transfer effects to mathematical performance.


Keywords: learning difficulties; mathematical skills; developmental dyscalculia; children (age groups); young people; neuropsychological rehabilitation; efficacy; evidence-based practices

Free keywords: mathematical difficulties; mathematical learning disabilities; dyscalculia; interventions; remediation; evidence-based practices


Contributing organizations


Ministry reporting: Yes


Last updated on 2021-09-06 at 11:56