중도장애 학생을 위한 수학 중재 단일대상연구의 동향 및 질적 분석

Translated title of the contribution: Research Trends and Qualitative Analysis of Single-Case Studies on Mathematics Intervention for Students with Severe Disabilities

Kang Ha-Nul, Choi Areum, Kim Yu-Ri

Research output: Contribution to journalArticlepeer-review

Abstract

Purpose: The purpose of this study was to explore evidence-based mathematical interventions for students with severe disabilities through a systematic literature review and qualitative analysis. Method: First, a total of 38 studies (11 domestic, 27 international) were selected according to the inclusion criteria. Second, to explore research trends, publication years, participants, settings, experimental designs, interventions, and outcomes were analyzed. Third, the quality of individual studies was analyzed using quality indicators. Finally, quality studies were analyzed through criteria for evidence-based practices. Results: The most used intervention strategy in 38 studies was explicit instruction, and the most measured outcome area was number and operation. As a result of the qualitative analysis, a total of 14 studies were found to satisfy the quality level. Finally, there were six evidence-based mathematics intervention strategies identified in this study: 1) systematic instruction, 2) explicit instruction, 3) cognitive strategy instruction, 4) manipulatives, 5) technology-aided instruction, and 6) math story/word problems. Conclusion: Based on the results, discussions on mathematical interventions for students with severe disabilities, and implications for future research and applications were provided.

Translated title of the contributionResearch Trends and Qualitative Analysis of Single-Case Studies on Mathematics Intervention for Students with Severe Disabilities
Original languageKorean
Pages (from-to)413-440
Number of pages28
JournalKorean Journal of Physical, Multiple and Health Disabilities
Volume65
Issue number4
DOIs
StatePublished - 2022

Bibliographical note

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© 2022 Authors. All rights reserved.

Keywords

  • evidence-based practices
  • math intervention
  • severe disabilities
  • single-case studies

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