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.

中文翻译：

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提高早期学年的基本算术能力——利用干预模型的反应

本研究调查了基于多层次干预反应（RTI）模型的数学教育是否可以支持瑞典小学学生的算术能力。目的是识别和支持面临失败风险的学生。在本研究中，113名学生参与干预，30名学生参与对照组。对两组学生从一年级到二年级末进行随访并进行比较。在一年级的第一学期，所有学生都接受了基本加法和减法的教学，并在第一级中有明确的指导。那些在一个学期后没有回应第一级的学生将在第二学期获得第二级的支持。同样的情况在 2 年级重复，未对第 2 级作出回应的学生在第 3 级内得到支持。在 2 年级结束时，干预组学生在1-9数字范围内的基本算术能力显着高于对照组。在测量 10-19 数字范围内的基本算术能力的测试中没有发现显着差异。这项研究表明，使用多层 RTI 可能足以识别和支持早期算术能力面临风险的学生。