Author(s)

Ermioni Dimou

Department of Mathematics, Aristotle University of Thessaloniki, Thessaloniki, Greece.

The present study was conducted as a Master’s Thesis in the postgraduate program “Postgraduate Studies in Mathematics” of the Science School of the Greek Open University. A systematic literature review was performed on the strategic intervention in Secondary Education students with learning disabilities. This review has been implemented according to the definition provided in Fink and its structure follows the review’s protocol PRISMA Checklist. The systematic literature review resulted in 15 articles that met the inclusion criteria. The aim of this study is to identify the optimal strategic intervention for Secondary Education students with learning disabilities. The synthesis of results has revealed a series of educational strategies that appear to be beneficial to these students, including, among others, explicit instruction and its models, such as graphic organizer and schema-based instruction, CRA and concrete manipulatives. In the discussion section we will analyze the nature and focus of the interventions applied in the reviewed studies, as well as, the fields and topics of mathematics that consisted of the main study subjects in them. Finally, we will discuss the effects, not only on the research, but also on the application of these interventions on Secondary Education students.

Instruction Intervention, Secondary Education Students, Mathematics, Learning Disabilities, Systemic Literature Review, Educational Teaching Methods

Dimou, E. (2021) Systematic Review of the Effectiveness of Intervention Strategies for Teaching Mathematics to Secondary School Students. Open Access Library Journal, 8, 1-27. doi: 10.4236/oalib.1107392.