This systematic review synthesizes the effects of mathematics vocabulary interventions on the mathematics outcomes of students with mathematics difficulty (MD) in Grades K through 12. We evaluated methodological rigor using three indicators: research design, implementation fidelity, and instruction in the counterfactual. Six peer-reviewed studies and three unpublished dissertations between 1990 and 2022 met inclusion criteria. Results showed mathematics vocabulary interventions improved students’ vocabulary knowledge, particularly when instruction was explicit with multiple opportunities to practice. Findings were less conclusive on whether improved mathematics vocabulary knowledge led to improved performance on related mathematics content. Results suggest mathematics vocabulary intervention is beneficial for higher-level mathematics reasoning, such as word-problem solving. The seven group design studies received an M rating of at least acceptable for methodological rigor, and one of two single-case studies met What Works Clearinghouse design standards without reservations. We highlight promising instructional practices implemented across studies that resulted in improved vocabulary outcomes.

中文翻译：

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对数学困难或有数学困难的学生的数学词汇干预的系统回顾


这项系统综述综合了数学词汇干预对 K 至 12 年级数学困难 (MD) 学生数学成绩的影响。我们使用三个指标评估方法论的严谨性：研究设计、实施保真度和反事实教学。 1990 年至 2022 年间，六项同行评审的研究和三篇未发表的论文符合纳入标准。结果表明，数学词汇干预提高了学生的词汇知识，特别是当教学明确且有多种练习机会时。关于数学词汇知识的提高是否会提高相关数学内容的表现，研究结果尚不那么确定。结果表明，数学词汇干预有利于更高水平的数学推理，例如解决单词问题。七项小组设计研究的方法严谨性至少获得了可接受的 M 评级，其中两项单案例研究之一毫无保留地满足了 What Works Clearinghouse 的设计标准。我们强调了在研究中实施的有前途的教学实践，这些实践导致了词汇量的提高。