liu.seSearch for publications in DiVA
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Learning declarative knowledge in special education treatment group
Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
Norrköpings Municipality, Sweden.
Norrköpings Municipality, Sweden.
Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
2018 (English)In: journal of education and training, ISSN 2330-9709, Vol. 5, no 1Article in journal (Refereed) Published
Abstract [en]

An organizing structure that in recent years has had a major impact on how to work with students who don’t respond to regular instruction is Response to Intervention (RTI). Efforts in RTI are divided into three different tiers of instruction: primary, secondary and tertiary. In our study, we investigate the impact of intensive secondary-tier instruction on students’ knowledge of basic combinations of digits in addition. We also focus on how the students develop their use of more advanced calculations in addition during the intervention.

The results showed that students became faster at performing simple addition tasks, which indicates that their fluency – declarative knowledge – developed during the intervention phase. Our results thereby strengthen suggestions that a secondary-tier intervention level should take place in a small group of students 20-40 minutes four to five times a week. Meanwhile, the students developed their ability to solve two-digit arithmetic tasks in addition and subtraction, which could be explained by the fact that students had automated simple number combinations and thus could focus on the calculation procedure.

Place, publisher, year, edition, pages
Las Vegas, NV, United States: Macrothink Institute, Inc. , 2018. Vol. 5, no 1
Keywords [en]
Learning, Declarative knowledge, Mathematics, Special education, RTI
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:liu:diva-158112DOI: 10.5296/jet.v5i1.12702OAI: oai:DiVA.org:liu-158112DiVA, id: diva2:1330160
Available from: 2019-06-25 Created: 2019-06-25 Last updated: 2019-08-07Bibliographically approved

Open Access in DiVA

No full text in DiVA

Other links

Publisher's full text

Authority records BETA

Östergren, RickardSamuelsson, Joakim

Search in DiVA

By author/editor
Östergren, RickardSamuelsson, Joakim
By organisation
Education, Teaching and LearningFaculty of Educational Sciences
Educational Sciences

Search outside of DiVA

GoogleGoogle Scholar

doi
urn-nbn

Altmetric score

doi
urn-nbn
Total: 4 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf