Is Mathematical Representation of Problems an Evidence-Based Strategy for Students With Mathematics Difficulties?

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The Effects of Tier 2 Mathematics Interventions for Students With Mathematics Difficulties: A Meta-Analysis (2020, background): “components that are crucial for the success of these interventions include the use of heuristics, student verbalization, visual models for representing mathematical ideas, and sequencing examples (e.g., concrete to semiconcrete to abstract; Gersten, Chard, et al., 2009; Jitendra et al., 2016).”
Schema-Based Instruction for Mathematical Word Problem Solving: An Evidence-Based Review for Students With Learning Disabilities (2020, background): “problem solutions, and checking work (NMAP, 2008; Palincsar & Brown, 1987; Rosenzweig, Krawec, & Montague, 2011). Swanson, Lussier, and Orosco (2013) asserted that visual-schematic strategies which form the basis of SBI support the visual-spatial WM of students with MD.”
The Concrete–Representational–Abstract Approach for Students With Learning Disabilities: An Evidence-Based Practice Synthesis (2018, unknown): “…& Stillman, 2000), schema-based instruction (e.g., Jitendra, DiPipi, & PerronJones, 2002), cognitive strategy instruction (e.g., Montague & Dietz, 2009), representations (e.g., Jitendra et al., 2016), and the concrete–representational–abstract (CRA) instructional framework (e.g., Flores, 2009).”