A systematic review of mathematics intervention approaches for primary school students who experience difficulties with learning mathematics

Source abstract

Abstract Mathematics interventions play a critical role in supporting primary school students who experience difficulties with learning mathematics but do not have a diagnosed disability. However, the intervention approaches used in schools vary considerably in their theoretical orientations, content focus, and instructional approaches, and research in this field is similarly diverse. This systematic review investigated the characteristics and instructional approaches of mathematics interventions for primary students. A comprehensive search of eight databases identified 1,321 studies published between 2000 and 2024, of which 38 met the inclusion criteria. Interventions were included if they involved small-group formats (fewer than seven students), were conducted outside the classroom, and targeted students identified as experiencing difficulties in learning mathematics. Data were extracted concerning intervention characteristics, mathematics content focus, delivery, and instructional strategies. Findings identified that most studies were conducted in the United States and were delivered by researchers or research assistants, with fewer interventions implemented by classroom teachers. The majority of interventions in the early years addressed the topics of number and operations. Fractions and word problems were prevalent topics in later primary years. Nine instructional strategies were examined for each intervention, with representations, computational fluency, and explicit instruction most frequently employed, and problem-solving employed least frequently. The findings indicate that existing mathematics interventions typically focus on a narrow curriculum. Valuable directions for future research include investigating the potential of interventions using broader and more connected mathematics topics, diversifying international research contexts, and prioritising teacher-led interventions in authentic school settings.