A Scoping Review of Mathematics Interventions: Moderation Analyses of Initial Mathematics Skills

Abstract

This scoping review describes mathematics intervention studies that include initial skill moderation analyses. Sixteen studies were included that focused on students with or at risk for mathematics difficulties (MD). The results revealed that mathematics intervention studies with initial skill moderation analyses focused on students in kindergarten through Grade 6 (no studies that met inclusion criteria were located for Grades 7–12). Studies focused more on whole number concepts and fractions than other areas of intervention (e.g., computation, word problem solving). Further, the studies were mostly conducted by two research teams, which potentially limits the generalizability of the findings. Overall, the review serves as a call to action for researchers to address important gaps in initial skill moderation analyses within mathematics intervention studies.