Response to Intervention and Math Instruction

Vanessa Hinton, Margaret M Flores, Margaret Shippen
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Abstract


Response to intervention (RTI) is a framework in which interventions are implemented mostly in general education classes to resolve academic difficulties and help to mitigate contextual variables (i.e., lack of instruction, socio economic status, cultural differences, etc.) as an explanation for academic failure. The implementation of evidence-based interventions is very important to the RTI framework. There is limited research regarding RTI and evidence-based interventions in mathematics and young students. For math interventions to be successful in an RTI framework, comprehensive math interventions have to incorporate computation fluency, problem solving, and the use of visual representational simultaneously. Moreover, early instruction in math skills sets the foundation for developing higher order math skills. Therefore, this manuscript reviews the literature regarding math interventions that would apply to early childhood students and are conducive to the RTI model.

Keywords


Mathematics, Response to intervention, Number sense

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Copyright (c) 2017 International Journal of Education in Mathematics, Science and Technology

Abstracting/Indexing

 

 
 
International Journal of Education in Mathematics, Science and Technology (IJEMST) 
 
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Editors: Ismail Sahin & Mack Shelley

Place of Publication: Turkey & Name of Publisher: Ismail Sahin