Educational Support in Mathematics from the Perspective of the Response to Intervention Model (RTI)

Abstract

This article presents a bibliographic review of the Response to Intervention (RTI) model, an educational approach developed in the United States in 2004 that has proven highly effective in the identification and prevention of learning difficulties (LD). RTI is grounded in data-based decision making and evidence-based interventions and is structured into progressive tiers of support according to students’ needs. This study focuses on mathematics instruction in the final years of elementary education, analyzing nine international articles selected according to established criteria to ensure scientific rigor and alignment with the research objectives, identified through a targeted search of the Web of Science and Scopus databases and journals. The results indicate that, although RTI is widely effective in the early years of literacy instruction, there is a scarcity of studies addressing its application with older students. The findings highlight the need for methodological adaptations for the final years of elementary education and for secondary education, considering their distinct demands. In the Brazilian context, a lack of research on RTI was identified, underscoring the urgency of local investigations, as well as the development of evidence-based practices, public policies, and pedagogical support materials that can strengthen mathematics instruction and improve educational outcomes.