Abstract
The following were incorrect in the initial OnlineFirst version of this article. They have been corrected as described here for the online and print version of the article published in this issue.
‘Effect sizes ranged from g = -0.26’ changed to ‘Effect sizes ranged from g = 0.42’.
The ‘Bottge & Hasselbring, 1999’ in-text citation changed to ‘Bottge, 1999’.
In Table 1 the details of the Bottge & Hasselbring, 1999 study has been replaced with the details of the Bottge, 1999 study; the Bottge, Ma, Gassaway, Toland, Butler and Cho, 2014 study details have been replaced with the new Bottge et al, 2014 study details; and the group sizes of the Bottge, Heinrichs, Mehta, & Hung (2002) and Bottge, Rueda, Grant, Stephens, & Laroque (2010) have been updated.
In Table 2 the details of the Bottge & Hasselbring, 1999 study has been replaced with the details of the Bottge, 1999 study; the Bottge, Ma, Gassaway, Toland, Butler and Cho, 2014 study details have been replaced with the new Bottge et al, 2014 study details, and Bottge, Heinrichs, Mehta, & Hung (2002), Bottge, Rueda, Grant, Stephens, & Laroque (2010) and Bottge et al. (2015) group sizes have been updated.
The ‘Bottge & Hasselbring, 1999’ in-text citation has been changed to ‘Bottge, 1999’.
The ‘Bottge, Ma, Gassaway, Butler, & Toland, 2014’ in-text citation has been changed to ‘Bottge, Ma, Gassaway, Toland, Butler, & Cho, 2014.’
The two ‘Bottge & Hasselbring, 1999’ in-text citations have been changed to ‘Bottge, 1999’
‘Individual studies ranged from -0.26 (var. = 0.08; Bottge et al., 2010)’ has been changed to ‘Individual studies ranged from 0.42 (var. = 0.10; Bottge et al., 2002)’.
Table 3 has been updated to reflect the citation changes described in this corrigenda note.
The following references have been removed:
Bottge, B. A., & Hasselbring, T. S. (1999). Teaching mathematics to adolescents with disabilities in a multimedia environment. Intervention in School & Clinic, 35, 113–116. doi:10.1177/105345129903500208
Bottge, B. A., Ma, X., Gassaway, L., Butler, M., & Toland, M. D. (2014). Detecting and correcting fractions computation error patterns. Exceptional Children, 80, 237–255. doi:10.1177/001440291408000207
The following references have been added:
Bottge, B. A. (1999). Effects of contextualized math instruction on problem solving of average and below-average achieving students. Journal of Special Education, 33, 81–92. doi: 10.1177/002246699903300202
Bottge, B. A., Ma, X., Gassaway, L., Toland, M. D., Butler, M., Cho, S. (2014). Effects of blended instructional models on math performance. Exceptional Children, 80, 423–437. doi: 10.1177/0014402914527240