Document Type
Article
Publication Date
3-2025
Abstract
This meta-analysis assessed the effect of the usage of technology in math interventions on the math achievement of students in kindergarten to the fifth grade. The SAMR (Substitution, Augmentation, Modification, Redefinition) (Puentedura, 2006) model was applied to evaluate the degree of technology integration within the math intervention. Twelve group studies met the criteria for inclusion in this meta-analysis. Overall, technology interventions yielded a significant positive effect on the math achievement of elementary-aged students with learning disabilities (LD) (ES = 1.34). While no significant differences in effect sizes were found by function of the SAMR model, the studies that utilize technology as substitutions yielded the highest effect sizes. These findings support the need for continued study into the effects of technology-mediated strategies in word problem solving interventions.
Recommended Citation
Prate, J., Kong, J., Hoque, L., Sugita, T., & Belom, T. (2026). A meta-analysis of technology usage in word problem solving interventions for elementary students: an application of the SAMR model. Research and Practice in Technology Enhanced Learning, 21, 001. https://doi.org/10.58459/rptel.2026.21001
Peer Reviewed
1
Copyright
The authors
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Included in
Curriculum and Instruction Commons, Disability and Equity in Education Commons, Elementary Education Commons, Science and Mathematics Education Commons
Comments
This article was originally published in Research and Practice in Technology Enhanced Learning, volume 21, in 2026. https://doi.org/10.58459/rptel.2026.21001