دورية أكاديمية
Promoting basic arithmetic competence in early school years–using a response to intervention model
| العنوان: | Promoting basic arithmetic competence in early school years–using a response to intervention model |
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| المؤلفون: | Roos, Helena, Fälth, Linda, Karlsson, Lena, Nilvius, Camilla, Selenius, Heidi, Svensson, Idor |
| بيانات النشر: | Malmö universitet, Institutionen för naturvetenskap, matematik och samhälle (NMS) Linnaeus University, Växjö, Sweden Stockholm University, Stockholm, Sweden |
| سنة النشر: | 2023 |
| المجموعة: | Malmö University Electronic Publishing (MUEP) |
| مصطلحات موضوعية: | babasic arithmetic competence, early school years, mathematics, number sense, RTI, Didactics, Didaktik |
| الوصف: | This study investigated whether mathematics education based on a multi-tiered response to intervention (RTI) model can support students' arithmetic competence in primary schools in Sweden. The intent was to identify and support students at risk of failure. In this study, 113 students participated in the intervention, and 30 students participated in the control group. Both groups were followed from Grade 1 to the end of Grade 2 and compared. During the first semester in Grade 1, all students were taught basic addition and subtraction with explicit instructions in Tier 1. Those who did not respond to Tier 1 after one semester were provided support within Tier 2 during the second semester. The same was repeated in grade 2 and the students that did not respond to Tier 2 were supported within Tier 3. At the end of Grade 2, students in the intervention group performed significantly higher on the basic arithmetic competence in the number range 1–9 than the control group. No significant difference was found in a test measuring basic arithmetic competence in the number range 10–19. This study shows that using multi-tiered RTI might be sufficient to identify and support students at risk in early arithmetic competence. |
| نوع الوثيقة: | article in journal/newspaper |
| وصف الملف: | application/pdf |
| اللغة: | English |
| العلاقة: | Journal of Research in Special Educational Needs, 2023, 23:4, s. 313-322; orcid:0000-0002-4429-988X; orcid:0000-0001-7261-590X; http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-59635Test; ISI:000986508900001; Scopus 2-s2.0-85159067302 |
| DOI: | 10.1111/1471-3802.12602 |
| الإتاحة: | https://doi.org/10.1111/1471-3802.12602Test http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-59635Test |
| حقوق: | info:eu-repo/semantics/openAccess |
| رقم الانضمام: | edsbas.7116895F |
| قاعدة البيانات: | BASE |
| DOI: | 10.1111/1471-3802.12602 |
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