Effective Programs in Elementary Mathematics: A Best-Evidence Synthesis
Abstract
This article reviews research on the achievement outcomes of three types of approaches to improving elementary mathematics: mathematics curricula, computer-assisted instruction (CAI), and instructional process programs. Study inclusion requirements included use of a randomized or matched control group, a study duration of at least 12 weeks, and achievement measures not inherent to the experimental treatment. Eighty-seven studies met these criteria, of which 36 used random assignment to treatments. There was limited evidence supporting differential effects of various mathematics textbooks. Effects of CAI were moderate. The strongest positive effects were found for instructional process approaches such as forms of cooperative learning, classroom management and motivation programs, and supplemental tutoring programs. The review concludes that programs designed to change daily teaching practices appear to have more promise than those that deal primarily with curriculum or technology alone.
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Mathematics interventions were reviewed in Slavin and Lake (2008) and Pellegrini et al. (2018) for general student populations in elementary school.
“Mathematics interventions were reviewed in Slavin and Lake (2008) and Pellegrini et al. (2018) for general student populations in elementary school.”
From Targeted school‐based interventions for improving reading and mathematics for students with or at risk of academic difficulties in Grades K‐6: A systematic review (2021) · cites this paper as Slavin and Lake, 2008
Slavin and Lake (2008) found an overall effect size of 0.19 for CAI interventions targeting mathematics and general student populations.
“Slavin and Lake (2008) found an overall effect size of 0.19 for CAI interventions targeting mathematics and general student populations, but stated that effects were similar for disadvantaged students and students with a non‐majority ethnic background.”
From Targeted school‐based interventions for improving reading and mathematics for students with or at risk of academic difficulties in Grades K‐6: A systematic review (2021) · cites this paper as Slavin and Lake (2008)
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- Authors
- Slavin, R. E., & Lake, C.
- Affiliations
- Johns Hopkins University (US)
- ORCID
- Slavin, Robert E.
- Venue
- Review of Educational Research
- Published
- 2008-09
- Volume
- 78
- Issue
- 3
- Pages
- 427-515
- ISSN
- 0034-6543 (ISSN-L)
- 1935-1046
- OpenAlex
- W2151463959
- Cited by
- 407
- References
- 5
- Citations by year
- 2026: 11 · 2025: 12 · 2024: 16 · 2023: 18 · 2022: 13 · 2021: 23 · 2020: 27 · 2019: 37 · 2018: 22 · 2017: 27 · 2016: 31 · 2015: 32 · 2014: 31 · 2013: 29 · 2012: 28
- FWCI
- 70.37
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Review of Educational Research (publishedVersion)
- Topics
- Social Sciences › Education › Mathematics Education and Teaching Techniques
- Physical Sciences › Mathematics › Applied Mathematics › Mathematics Education and Pedagogy
- Physical Sciences › Mathematics › Statistics and Probability › Cognitive and developmental aspects of mathematical skills
- Keywords
- primary school mathematics, mathematics achievement, mathematics curriculum, mathematics textbooks, computer-assisted instruction, cooperative learning, classroom management, student motivation, tutoring programs, teacher practice change
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