A Meta-Analysis of Interventions for Algebraic Concepts and Skills of Secondary Students with Mathematics Disabilities

This meta-analysis investigates the effectiveness of algebra interventions for secondary students with mathematics disabilities. It examines overall effect sizes, key moderators (e.g., participant traits, intervention features, measure types, study quality), and the most effective number and combinations of instructional components to guide future research and instructional practice.Participants will be able to: 1. Identify students who benefit most from specific algebra interventions by understanding how characteristics such as disability type, grade level, and baseline skill level influence intervention effectiveness for secondary students with mathematics disabilities (MD). 2. Recognize effective instructional and contextual conditions that enhance algebra intervention outcomes. 3. Apply findings to design or refine evidence-based interventions that align with the needs of students with MD, enhancing their access to core algebra content and promoting long-term academic success. 4. Support teacher development by considering or providing professional learning opportunities focused on algebra instruction for students with MD.