Combining Differentiation and Challenge in Mathematics Instruction: A Case from Practice
Year: 2019
Type: conference-paper
Abstract: Despite the challenges of teaching mathematics to diverse learners and the importance of students engaging in cognitively demanding tasks, practice-based research on instruction that combines these priorities is relatively rare. In this paper, a primary mathematics laboratory is used as the setting for implementing such instruction. Records of practice – including video records of teaching, lesson plans, and student work – are analysed to identify task characteristics and teacher actions that supported differentiated instruction and work on challenging tasks. Among the themes identified are the teacher actively guiding the students’ learning, the establishment of classroom norms, and enabling all students to act as resources for one another’s learning.
Source: HAL
Authors: Delaney, Seán, Gurhy, Ann, Marie
Institution: Dublin City University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2999929307