2014
DOI: 10.4324/9781315852270
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RtI in Math

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Cited by 15 publications
(6 citation statements)
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“…Data originating from the implementation of the RtI model in the U.S.A. in 2010 showed a large increase in schools adopting the RtI model, with 61.2% applying or being at the process of applying it. The application of the RtI model is more common in primary education rather than in secondary education and even less common in the field of mathematics, highlighting an interesting field for further research on which the current study is attempting to contribute (Forbringer & Fuchs, 2014;Gersten et al, 2009). Gersten, Beckmann, Clarke, Foegen, Marsh, Star, and Witzel (2009) have gathered a set of research-based effective instructions for teaching math to students in the 2 nd tier of RtI, emphasizing the use of two key instructions, CRA sequence and explicit instruction.…”
Section: Response To Instruction (Rti)mentioning
confidence: 98%
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“…Data originating from the implementation of the RtI model in the U.S.A. in 2010 showed a large increase in schools adopting the RtI model, with 61.2% applying or being at the process of applying it. The application of the RtI model is more common in primary education rather than in secondary education and even less common in the field of mathematics, highlighting an interesting field for further research on which the current study is attempting to contribute (Forbringer & Fuchs, 2014;Gersten et al, 2009). Gersten, Beckmann, Clarke, Foegen, Marsh, Star, and Witzel (2009) have gathered a set of research-based effective instructions for teaching math to students in the 2 nd tier of RtI, emphasizing the use of two key instructions, CRA sequence and explicit instruction.…”
Section: Response To Instruction (Rti)mentioning
confidence: 98%
“…RtI primary goal is to prevent learning disabilities using early identification of difficulties, applying a three-tiered appropriate and effective instruction (Forbringer & Fuchs, 2014). The use of the term learning disabilities refers to students who are currently diagnosed as having learning disabilities, as well as students at risk for mathematics failure (Fuchs et al, 2010;Gersten, Jordan, & Flojo, 2005).…”
Section: Response To Instruction (Rti)mentioning
confidence: 99%
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“…The CRA strategy integrates discovery methods that involve the student in the discovery process with the help of the teacher, with the result that knowledge emerges as a creation of the learner, enhancing self-confidence and confidence in self-efficacy [4] [11]. It consists of three interdependent levels, Discrete, Representative and Symbolic-Abstract, and each stage is built on the previous one to enhance student learning [12].…”
Section: Theoretical Backgroundmentioning
confidence: 99%