Abstract

PICININI, Rita dos Santos de Carvalho; CAPELLINI, Simone Aparecida  and  GERMANO, Giseli Donadon. Response to Intervention Model and Mathematics: A systematic literature review. Rev. psicopedag. [online]. 2024, vol.41, n.126, pp.579-588.  Epub Dec 16, 2024. ISSN 0103-8486.  https://doi.org/10.51207/2179-4057.20240051.

Mathematics is important for our daily lives; therefore, there is increasing concern regarding students who demonstrate difficulties in learning this subject. It is necessary to identify these difficulties and provide frequent and systematic instructions that help students improve their performance. The Response to Intervention (RTI) Model identifies at-risk students for mathematics difficulties and provides multi-tiered interventions based on scientific evidence. The objective of this study was to carry out a systematic review on the use of the RTI Model for mathematics difficulties in the 1st to 3rd year of Elementary School I. Only two studies were found that examined the effects of using the RTI Model for mathematics difficulties; however, these studies demonstrated that its use contributed to the students’ successful performance in mathematical academic skills.

Keywords : Early Educational Intervention; Elementary School; Mathematics.

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