Prior research has revealed robust and consistent relations between spatial and mathematical skills. Yet, establishing a causal relation has been met with mixed effects. To better understand whether, to what extent, and under what conditions mathematics performance can be improved through spatial training, we conducted a systematic meta-analysis…

Understanding the magnitudes represented by numerals is a core component of early mathematical development and is often assessed by accuracy in situating numerals and fractions on a number line. Performance on these measures is consistently related to performance in other mathematics domains, but the strength of these relations may be…

This systematic review and meta-analysis considered evidence of guided play compared to direct instruction or free play to support children's learning and development. Interventions from 39 studies were reviewed (published 1977-2020); 17 were included in meta-analysis (N[subscript total] = 3893; M[subscript childage] = 1-8 years; M[subscript…

Today, hundreds of studies on the technique known as Realistic Mathematics Education (RME) have been discovered. Numerous trials yielding contradicting results. The purpose of this meta-analysis is to ascertain the overall effect of RME and to examine the moderator variables in order to explore the consequences. The ERIC database, Sage…

Writing and mathematics are essential in academic achievement. In the present study, we investigated whether writing skills and mathematics skills are related and if so, whether their relation is moderated by participants' grade level (a proxy for developmental phase), subskills of mathematics and writing skills, and assessment characteristics…

Since 1975, researchers have conducted interventions to improve the word-problem performance of elementary school students facing mathematics difficulties. The current study reports a meta-analysis of 52 studies that examined the effect of these interventions. We estimated multivariate, random-effects models (REM) with robust variance estimation…

A considerable body of literature exists pertaining to realistic mathematics education (RME) and its correlation with mathematical literacy, with numerous studies demonstrating incongruent results. The principal objective of this meta-analysis is to systematically investigate the overarching influence of RME on mathematical literacy within the…

Two meta-analyses assessed whether the relations between reading and mathematics outcomes could be explained through overlapping skills (e.g., systems for word and fact retrieval) or domain-general influences (e.g., top-down attentional control). The first (378 studies, 1,282,796 participants) included weighted random-effects meta-regression…

The present study presents a meta-analysis of the relations between phonological processing abilities and different mathematics subskills. Using a random-effects model with 94 studies (135 unique samples, 826 effect sizes), the present meta-analysis revealed a significant general association between phonological processing and mathematics (average…

The linguistic, mathematical, social-emotional, and cognitive precursor competencies are important predictors of learning success already at kindergarten age. A systematic analysis of the state of research on the actual interrelationships of the focused precursor competencies brings together results of a meta-analysis. The literature search…

We performed a meta-analysis of dual-task experiments to assess the robustness of the effects of conducting working memory secondary tasks on arithmetic performance. Four hundred effect sizes from 21 studies from 1,049 participants were analyzed across a variety of specifications. Results revealed that increases in working memory load resulted in…

This systematic review examined the effects of distinct physical activity interventions on the academic achievement of school students based on an analysis of four distinct outcomes: mathematics, language, reading, and composite scores. This study was performed in accordance with the PRISMA guidelines and the QUORUM statement. A literature search…

We performed a meta-analysis of approximate number system (ANS) training studies to investigate the strength of the causal effects of practicing ANS related tasks on symbolic math performance. Across 33 effect sizes from 11 studies involving 754 participants, for which neither the treatment nor control group received symbolic training, we found a…

This is a review of experimental research in which students have been taught to pose mathematical problems as a means of developing their learning. Hence, the aim of the research is to combine the empirical evidence regarding the functionality of problem posing strategies and to explore the aspects which could influence the integration of problem…

Thousands of educational apps are available to students, teachers, and parents, yet research on their effectiveness is limited. This meta-analysis synthesized findings from 36 intervention studies and 285 effect sizes evaluating the effectiveness of educational apps for preschool to Grade 3 children and the moderating role of methodological,…