Elementary pre-service teachers' perceptions and experiences of mathematics intervention: A pilot study of course embedded Response to Intervention practices
Response to Intervention is a widely implemented intervention and pre-referral program in many schools is a result of the reauthorization of the 2004 Individuals with Disabilities Education Act. This study examined elementary pre-service teachers’ perceptions of and experiences with mathematics intervention and RTI practices in a methods course at one north Texas university. Data were collected using Seidman’s three-step interview series with nine pre-service participants and through document analysis of the Mathematics Interactions Project (MIP). Haskell’s transfer theory was used as the theoretical framework from which to analyze the data. Preliminary results with participants suggest a wide variance in RTI understandings according to their coursework and the inclusion of RTI principles in the mathematics methods course.