Supporting All Learners: Differentiation in Elementary Mathematics
Major
Educational Studies
Submission Type
Poster
Area of Study or Work
Educational Studies
Faculty Advisor
Leah Nillas
Location
CNS Atrium
Abstract
Differentiation is an approach to teaching in which teachers proactively modify curriculum, teaching methods, resources, learning activities, and student products to address the diverse needs of individual students, maximizing learning opportunities for each student in the classroom (Tomlinson, 1999). The purpose of this study is to determine the impact of differentiation on elementary students' academic achievement and engagement levels during mathematics instruction. Explicitly emphasizing implementation approaches for educators, students’ academic achievement with differentiation, and student engagement levels when using differentiation in elementary mathematics. The participants of this study were first-grade students in a general education classroom. Data was collected on twelve of these students. Three students in this study had individualized education plans (IEPs). All students in the study differ in academic ability levels. Data collected were student engagement observations, lesson plans, math assignments, activities, and games, quarterly assessments, and standardized assessments. It was found that implementing differentiation strategies positively impacted students' academic achievement and engagement.
Supporting All Learners: Differentiation in Elementary Mathematics
CNS Atrium
Differentiation is an approach to teaching in which teachers proactively modify curriculum, teaching methods, resources, learning activities, and student products to address the diverse needs of individual students, maximizing learning opportunities for each student in the classroom (Tomlinson, 1999). The purpose of this study is to determine the impact of differentiation on elementary students' academic achievement and engagement levels during mathematics instruction. Explicitly emphasizing implementation approaches for educators, students’ academic achievement with differentiation, and student engagement levels when using differentiation in elementary mathematics. The participants of this study were first-grade students in a general education classroom. Data was collected on twelve of these students. Three students in this study had individualized education plans (IEPs). All students in the study differ in academic ability levels. Data collected were student engagement observations, lesson plans, math assignments, activities, and games, quarterly assessments, and standardized assessments. It was found that implementing differentiation strategies positively impacted students' academic achievement and engagement.