Abstract
The purpose of the present review was to evaluate the quality of the research and evidence base for representation of problems as a strategy to enhance the mathematical performance of students with learning disabilities and those at risk for mathematics difficulties. The authors evaluated 25 experimental and quasiexperimental studies according to the Gersten et al. (2005) guidelines for group research studies. Results suggest that the representation of mathematical problems as a strategy is an evidence-based practice based on the criteria set by Gersten et al. Implications for research are discussed.
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