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A systematic review of interventions in secondary mathematics with at-risk students: mapping the literature

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dc.contributor.authorDugan, James Joseph, author
dc.contributor.authorGloeckner, Gene, advisor
dc.contributor.authorCobb, R. Brian, advisor
dc.date.accessioned2024-03-13T19:26:13Z
dc.date.available2024-03-13T19:26:13Z
dc.date.issued2007
dc.description.abstractA systematic review of 3,814 published and unpublished citations identified in a literature search on interventions in secondary and early postsecondary mathematics with at-risk students between 1990 and 2004 was conducted. The goal of the systematic review was to identify those interventions which are most successful at improving the mathematics achievement of at-risk students while reducing the mathematics achievement gap. The utilization of a multi-phased coding process resulted in 100 empirical studies meeting the inclusionary criteria while yielding effect size estimates for a number of interventions and for multiple at-risk factors. This report summarizes these studies through a two-level mapping of the literature base. It identifies the interventions, at-risk factors, sample characteristics, study settings, and methodological research designs utilized in this body of empirical studies. The results of this approach suggest that those interventions identified as effective in increasing mathematics achievement with secondary and early postsecondary, at-risk students can be grouped into two primary intervention categories (a)Â pedagogical or instructional interventions, including cognitive and metacognitive approaches, cooperative learning, and peer tutoring, and (b)Â technology-based interventions. Two other types of intervention provided inconclusive results. No conclusions could be reached regarding curriculum interventions due to the small number of studies meeting the inclusionary criteria and the wide variety of curricular approaches included in those studies. The final results of the systematic review will be a series of research articles describing effective interventions for student populations with specific at risk factors. In addition, the results of this systematic review can be used to direct future research efforts by defining investigations into specific interventions with specific populations while informing the knowledge base.
dc.format.mediumborn digital
dc.format.mediumdoctoral dissertations
dc.identifierETDF_Dugan_2007_3266389.pdf
dc.identifier.urihttps://hdl.handle.net/10217/237697
dc.languageEnglish
dc.language.isoeng
dc.publisherColorado State University. Libraries
dc.relation.ispartof2000-2019
dc.rightsCopyright and other restrictions may apply. User is responsible for compliance with all applicable laws. For information about copyright law, please see https://libguides.colostate.edu/copyright.
dc.rights.licensePer the terms of a contractual agreement, all use of this item is limited to the non-commercial use of Colorado State University and its authorized users.
dc.subjectat risk
dc.subjectinterventions
dc.subjectliterature mapping
dc.subjectmathematics
dc.subjectmathematics education
dc.subjectsecondary education
dc.subjecteducational philosophy
dc.titleA systematic review of interventions in secondary mathematics with at-risk students: mapping the literature
dc.typeText
dcterms.rights.dplaThis Item is protected by copyright and/or related rights (https://rightsstatements.org/vocab/InC/1.0/). You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).
thesis.degree.disciplineEducation
thesis.degree.grantorColorado State University
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy (Ph.D.)

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