We’re thrilled to share that our latest article, “A Systematic Review and Meta-Analysis of Digital Mathematics Interventions for K-12 Students with Mathematical Learning Disabilities,” has just been published in the International Journal of Science and Mathematics Education.

In this paper, Sabrina Shajeen Alam, Jie Gao, and Adam Dubé present the first comprehensive meta-analysis dedicated exclusively to digital mathematics interventions (DMIs) for K-12 learners with mathematical learning disabilities (MLD). Drawing on 24 empirical studies encompassing 1,091 students, the analysis found that digital math tools yield a medium, statistically significant improvement in learning outcomes (average effect size = 0.37, p = .05).

The study also highlights critical gaps: while most interventions target early-grade arithmetic and are effective, very few extend to higher-order skills or older learners. By integrating cognitive and neuro-developmental perspectives, the paper underscores how carefully designed digital interventions—such as adaptive math games and app-based practice—can enhance not only computation but also conceptual understanding for students who struggle most with mathematics.

This publication advances the TLC Lab’s ongoing mission to generate evidence-based guidance on the design and use of educational technologies that improve equitable learning outcomes.

Full citation

Alam, S. S., Gao, J., & Dubé, A. K. (2025). A Systematic Review and Meta-Analysis of Digital Mathematics Interventions for K-12 Students with Mathematical Learning Disabilities. International Journal of Science and Mathematics Education.https://doi.org/10.1007/s10763-025-10617-z

Find it here