The Effect of a Session-Based Responsiveness to Intervention Model on Elementary Students' Achievement in Addition and Subtraction of Fractions with Like Denominators

Purpose: This study examines the impact of a mathematics program based on the Session-Based Responsiveness to Intervention (S-RTI) model on the achievement of fourth-grade elementary school students in solving addition and subtraction problems with fractions of like denominators, with a focus on reducing the achievement gap between different student groups. Method: This study was conducted with a fourth-grade class in a general elementary school in Seoul, South Korea. An AB single-subject research design was employed. Results: First, both the general achievement group and the mathematics support group demonstrated significant improvements in solving addition and subtraction problems with like denominators, with these gains being sustained over time. Second, the achievement gap between the general achievement group and the mathematics support group was noticeably reduced. Finally, all students in the mathematics support group showed measurable and sustained improvement in fraction addition and subtraction. Conclusion: The Session-Based RTI model effectively enhanced the performance of students requiring math support in solving fraction problems while also reducing the achievement gap with their peers. These findings highlight its potential as an efficient foundational math support system that can be implemented in school.