Addressing student diversity to improve mathematics achievement through differentiated instruction (original) (raw)
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The effectiveness of differentiated instruction in mathematics achievement in secondary School
Decision Gumbo, 2019
The purpose of this study was to determine if differentiated instruction had an effecton student mathematics achievement at secondary school. The study followed a mixed method design.Results from the quantitative findings directed theresearcher on how to frame the qualitative design. A qualitative analysis of classroom observations and interviews with teachers was conducted. The qualitative portion of this study followed a social interactionism orientation adopted by social interactionism theorist (Blumer, 1969). This approach allowed the researcher to analyze relationships between the differentiation variables. The quantitative data methods of surveys and test scores, qualitative techniques of classroom observations, and teacher interviews weretriangulated. Triangulation of data supported research findings through independent measures to point to the same conclusions. The population for this study is a group of form two students’ in their mathematics classrooms. The school had three classes of form two and five mathematics teachers. Teachers participating are three teachers who teach mathematics at the school. They were selected based on convenience; desire to participate, and to find if differentiated instruction is improving mathematics achievement.The researcher used therandom samplingmethod when selecting the subjects of his study. Thirty subjects were involved in the study. Fifteen were girls and fifteen were boys. It was found out that there were 3% students who experienced a decline in achievement in mathematics, 87% of students experienced an improvement in achievement in mathematics and 10% of students experienced no change in their mathematics achievement.The more choices I give my students, the more motivated they are to learn. They enjoy picking an activity that piques their interest.Differentiated teaching facilitated construction of students’ knowledge by maximizing motivation for cognitive and meta-cognitive growth that will eventually improve academic outcomes for all students. Findings suggested that the differentiation strategies of choice and interest play a vital role in achievement and student satisfaction in learning. The findings also suggested that teachers just beginning differentiation should first administer a learning styles inventory to their students. The administration of this inventory will provide the teacher with the necessary information to differentiate for choice and interest, two manageable techniques with which to begin differentiation.
Mathematics Learning and Diverse Students
2015
This literature review synthesizes the research on issues of mathematics teaching, learning, and achievement for students from marginalized groups, including Black students, Latina/o students, English language learners, and poor students. In Part 1, we outline national trends in mathematics achievement and learning for students in these groups. In Part 2, we describe what we know about the extent to which students in these groups are provided access to high-quality mathematics instruction and we detail some of the challenges these students face. In Part 3, we summarize what existing research tells us about effective instruction for equity in mathematics, and the necessary conditions at the district, school, and department levels to support such instruction. We also consider the implications for schools; what can schools do to better support equity in mathematics learning outcomes? Throughout, we will consider the case of one school that developed an equity pedagogy in mathematics, R...
Journal of Educational Sciences
This study examined the effect of differentiated instruction on senior secondary school students’ achievement in mathematics in Nigeria within the blueprint of the pre-test, post-test non-equivalent control group quasi-experimental research design. The sample comprised 220 students in which three research questions and three null hypotheses guided the study. The experimental group was taught with the differentiated instruction while the control group received instruction with the conventional teaching method for eight weeks. Three valid and reliable instruments, Mathematics Achievement Test (KR-20=0.89), Felder-Soloman Index of Learning Styles (Cronbach α=0.92), and McKenzie Multiple Intelligences Inventory (Cronbach α=0.90), were used for data collection. Results revealed that students in the differentiated instruction group performed significantly better than students in the conventional teaching method group. Also, male students performed slightly better than female students with...
Effectiveness of Differentiated Instruction on Secondary School Students Achievement in Mathematics
Mathematics is a fundamental human activity-a way of making sense of the world. Achievement in mathematics has caused deep concern in many countries over the years. In Kenya, mathematics competence is necessary for entry into science, technology, engineering and mathematics disciplines in institution of higher learning. The purpose of the study was to investigate the effectiveness of Differentiated instruction on students' achievement in mathematics in secondary schools in Meru County in Kenya. The study sought to determine whether there was a difference in achievement when students were instructed using Differentiated Instruction approach. The study employed the Quasi-experimental design and in particular Solomon Four-Group design. The research was carried out in 8 provincial secondary schools in Meru County, Kenya. The subjects were form three students and the sample size was 374 students. Simple random sampling technique was used to select the participating schools. Mathematics Achievement Test provided the needed data. The hypothesis was tested at α = 0.05 level of significance. Results indicated that Differentiated Instruction significantly improved the students' achievement in mathematics which may lead curriculum developers to include Differentiated Instruction in approaches to teaching mathematics to improve achievement in the subject.
Teaching Mathematics and its Applications, 2010
Mathematics instructors must respond to diverse needs of individual students, including different abilities, interests, learning styles and cultural backgrounds. To do so, grade kindergarten-12 teachers have been using differentiated instruction, a process of proactively modifying instruction based on students' needs. It is supported by literature on learning and has resulted in the improvement of grade K-12 students' learning. Yet, there is no research literature that reports work on differentiated instruction at the undergraduate level for meeting the diverse needs of college students, particularly in mathematics courses. Students frequently report their college mathematics classes to be unstimulating, boring, irrelevant, poorly taught or transmissive. This study examined the use of differentiated instruction in an undergraduate mathematics course for addressing such concerns and thereby improving students' mathematical learning. A concurrent mixed methods research study was used to address the central research question: What impact does differentiated instruction in a college mathematics class have on students' mathematical understandings? A quasi-experimental pre-test and post-test control-group research design measured the relationship between the differentiated instruction in the course and the students' mathematical understandings. Simultaneously, the impact of the differentiated instruction on the students' mathematical understandings was explored using interviews and analyses of students' work. The participants included elementary education majors enrolled in a mathematics course covering the topic of number and operations. Results showed that students receiving differentiated instruction experienced greater gains in their mathematical understandings. Suggestions for incorporating differentiated instruction in undergraduate mathematics courses are provided along with plans for further research.
2009
In this study, the authors examined what distinguished highly effective from typical elementary schools in mathematics by examining the conceptions of fourth-grade teachers with regards to mathematics education (curriculum, instruction, and assessment) and student diversity (ability, culture, language, and socioeconomic status). The study was conducted in two large urban areas with high proportions of racially/ethnically and linguistically diverse student groups. Interviews were conducted with 32 fourth-grade teachers from 16 elementary schools, including 10 highly effective and 6 typical schools in the two areas. Compelling evidence was found that teachers at highly effective schools had better developed and better articulated conceptions of mathematics education and student diversity. While similar findings were found across the two areas (e.g., teachers' beliefs about the influence of high-stakes assessment and the academic ability of low-achieving students), differences were...
EFFECTS OF DIFFERENTIATED INSTRUCTION ON THE GRADE 11 STUDENTS’ ACADEMIC PERFORMANCE IN MATHEMATICS
International Journal of Advanced Research in Engineering and Technology, 2020
The study aimed to determine the effects of the utilization of Differentiated Instruction on the Academic Performance of the Grade 11 students of Del Gallego National High School, First Semester, School Year 2019-2020. The study employed true experimental research design involving the Solomon Four-Groups Design using Control and experimental group. Data used in this study came from four sections of Grade 11 learners (n=40 both experimental and control groups). A self-made test-paper was utilized; the statistical tools includes z-test for dependent and independent populations and One-Way ANOVA. The study revealed that the performance of the four groups in the post-test differs significantly, and the experimental groups performed Very Satisfactorily. With such, it is recommended that said teaching strategy can be used by mathematics teachers in improving the academic performance of learners and teachers should develop other lesson exemplars integrating Differentiated Instruction in other Grade Level to engage students in activities using the strategy. Cite this Article: Lorna S. Fernandez and Imelda A. Tangalin, Effects of Differentiated Instruction on the Grade 11 Students'
DESCRIBING ELEMENTS OF MATHEMATICS LESSONS THAT ACCOMMODATE DIVERSITY IN STUDENT BACKGROUND
We are researching actions that teachers can take to improve mathematics learning for all students. Structural elements of the lessons being trialled include making aspects of pedagogy explicit to seek to overcome differences in familiarity with schooling processes, and sequencing tasks with the potential to engage students. This article reports research on teachers building learning communities by preparing variations to set tasks in order to address differences in students' backgrounds.
Differentiated Instruction in Mathematics
2016
Many elementary school students struggle with the rigor and demands of mathematics competencies. As students move up in grade level, they may demonstrate a lack of fundamental mathematics skills. The purpose of this study is to examine the effect that differentiated instruction flexible grouping has on the mathematics achievement scores of elementary students.