Paper discusses an experiment testing the effectiveness of incorporating Response to Intervention (RTI) and the Mastery Model into math tutoring sessions with third grade students.
The UNT Honors College is dedicated to enriching the undergraduate academic experience for talented, motivated, and well-prepared students. The college offers its members many benefits, including challenging classes, training in research methods and skills, eligibility to live in Rawlins Hall or Honors Hall, and a supportive social and academic environment.
Paper discusses an experiment testing the effectiveness of incorporating Response to Intervention (RTI) and the Mastery Model into math tutoring sessions with third grade students.
Physical Description
24 p.
Notes
Abstract: Through my tutoring project and additional research, I have determined multiple ways to assess students on their math skills and improve their comprehension. During each tutoring session, I chose eight third-grade students to test and tutor on different math concepts. I believed the students’ test scores would improve after the tutoring sessions. Each session was structured using the Mastery Model, which incorporated the use of manipulatives as well as guided and independent practice. The Mastery Model allowed me to create a more authentic and organized Response to Intervention (RTI) program that met each student’s need. Incorporating RTI into the process was imperative because it enabled me to analyze the students’ learning as well as assess my own teaching. The post-test results regarding the students’ math skills and comprehension did not show a significant change from the pre-test; however, my observations of the students in the tutoring sessions showed how hands-on activities allow students to view abstract concepts in a more concrete way.
This article is part of the following collections of related materials.
The Eagle Feather
Launched in 2004 by UNT's Honors College, The Eagle Feather was an interdisciplinary undergraduate research journal that promoted the work of students and their faculty mentors. The Eagle Feather was published annually until 2017 when it transitioned into the North Texas Journal of Undergraduate Research.
This collection presents scholarly and artistic content created by undergraduate students. All materials have been previously accepted by a professional organization or approved by a faculty mentor. Most classroom assignments are not eligible for inclusion. The collection includes, but is not limited to Honors College theses, thesis supplemental files, professional presentations, articles, and posters. Some items in this collection are restricted to use by the UNT community.
