Shenakht Journal of Psychology & Psychiatry

 Introduction: Students with mathematical learning disorders experience difficulties in understanding mathematical concepts such as addition, subtraction, multiplication, division, and classification. On the other hand, educational interventions have been shown to exert a significant positive effect on improving academic performance, including the acquisition of mathematical concepts.
Aim: The present review study was conducted with the aim of systematically examining the effects of educational interventions on the improvement of mathematical concept learning among students with mathematical learning disorders.
Method: This study employed a systematic review design. Relevant studies were comprehensively examined from 2000 to 2024 in international databases and from 2001 to 2024 (1380–1403 in the Iranian calendar) in domestic databases, using specialized keywords. The domestic databases included Magiran, Elmnet, and Noor Magz, while the international databases comprised Google Scholar, ScienceDirect, Springer, PubMed, Scopus, and Sage. In accordance with the PRISMA checklist, a total of 21 articles meeting the inclusion and exclusion criteria were selected for final analysis.
Results: The findings of the reviewed studies indicate that various educational interventions, including cognitive rehabilitation (7 studies), educational games (6 studies), educational programs based on the response-to-intervention approach (3 studies), metacognitive training programs (3 studies), motor skills training (3 studies), and direct instruction programs (2 studies), had positive effects on improving mathematical concept learning among students with mathematical learning disorders.
Conclusion: Based on the findings, it can be concluded that educational interventions are significantly effective in enhancing the learning of mathematical concepts among students with mathematical learning disorders