Effectiveness of a Response-to-Intervention Mathematical Progress Program in Third Grade Elementary School Students

The present mixed research was conducted with the aim of designing and compiling an educational program based on the method of response to mathematical intervention.

The intervention program was first designed and then validated by experts. Then, using purposeful sampling, 20 students were selected and participated in a single AB test. Data were collected by Kay math test. Finally, the obtained results were compared with the Wechsler 4 results for diagnosis. Data were analyzed by in-class correlation and non-overlapping data ratios.

A) The formal validity of the program is suitable for implementation at the significance level of 0.005. B) The program is effective in improving math skills. C) The general pattern of program deletion is not observed in the intervention rows. D) A math-based response-to-learning curriculum cannot detect learning disabilities.

The designed program is effective for at least 85% of students with poor math. In addition, its ability to help improve the academic performance of the same number of students can also justify the use of this program.