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Bahmani J, Mohsenpour M. (2026). A Critical Review of Experimental Interventions for Improving Mathematical Performance in Elementary Students with Mathematics Learning Disabilities. Journal of Childhood Health and Education. 7(2), doi:10.32598/JECHE.7.2.446.1
URL: http://jeche.ir/article-1-393-en.html
URL: http://jeche.ir/article-1-393-en.html
1- Department of Educational Psychology, Faculty of Education and Psychology, Alzahra University, Tehran, Iran
Abstract: (15 Views)
Background and aim: Mathematics Learning Disability is a persistent difficulty in understanding and applying numerical concepts, which can lead to reduced academic performance. Given the importance of improving students’ mathematical learning, this study aimed to critically review domestic experimental research focused on enhancing the mathematical performance of students with Mathematics Learning Disability.
Research Methods: This study adopted a critical systematic review approach. Relevant studies were identified through searches of SID, Google Scholar, and Noormags databases using the keywords mathematics learning disability and mathematics performance. Following the application of predefined inclusion and exclusion criteria, 40 studies published between 2014 and 2024 involving participants explicitly identified as having Mathematics Learning Disabilities were selected and critically analyzed with respect to their methodological characteristics, intervention types, measurement instruments, and reporting of findings.
Results: Findings indicated that 96% of the studies employed a pretest–posttest design with a control group, and in most cases, the effectiveness of interventions was reported as significant. However, only 23% of the studies included a follow-up period. Common limitations included non-random sampling, incomplete reporting of participant characteristics (gender and grade level), and lack of controls such as matching. Moreover, only 12% of the studies addressed content validity of interventions, while 78% reported validity and 92% reported reliability of instruments. The Iran KeyMath Test (2003) was used most frequently (36% of studies), and 75% reported effect sizes.
Discussion: The results of this critical review highlight the need for serious reconsideration in the design, implementation, and reporting of intervention studies in this field. It is recommended that future research employ valid theoretical frameworks, more precise instruments, and more rigorous reporting standards, while fully adhering to research ethics, to ensure that findings are generalizable and applicable in the educational system.
Research Methods: This study adopted a critical systematic review approach. Relevant studies were identified through searches of SID, Google Scholar, and Noormags databases using the keywords mathematics learning disability and mathematics performance. Following the application of predefined inclusion and exclusion criteria, 40 studies published between 2014 and 2024 involving participants explicitly identified as having Mathematics Learning Disabilities were selected and critically analyzed with respect to their methodological characteristics, intervention types, measurement instruments, and reporting of findings.
Results: Findings indicated that 96% of the studies employed a pretest–posttest design with a control group, and in most cases, the effectiveness of interventions was reported as significant. However, only 23% of the studies included a follow-up period. Common limitations included non-random sampling, incomplete reporting of participant characteristics (gender and grade level), and lack of controls such as matching. Moreover, only 12% of the studies addressed content validity of interventions, while 78% reported validity and 92% reported reliability of instruments. The Iran KeyMath Test (2003) was used most frequently (36% of studies), and 75% reported effect sizes.
Discussion: The results of this critical review highlight the need for serious reconsideration in the design, implementation, and reporting of intervention studies in this field. It is recommended that future research employ valid theoretical frameworks, more precise instruments, and more rigorous reporting standards, while fully adhering to research ethics, to ensure that findings are generalizable and applicable in the educational system.
Keywords: Critical Review, Elementary Education, Experimental Intervention, Mathematics Learning Disability, Mathematical Performance
Type of Study: Research |
Subject:
Special
Received: 2025/12/4 | Accepted: 2026/07/1 | Published: 2026/07/1
Received: 2025/12/4 | Accepted: 2026/07/1 | Published: 2026/07/1
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