Date of Award/Publication

4-2009

Document Type

Thesis

Degree Name

MS in Mathematics, Science, and Technology Education

First Supervisor

Diane Barrett

Abstract

Differentiating instruction is a method of instruction that has been used in the classroom for years. It was of interest to determine how this method could be applied and used in an everyday classroom; it was of interest to determine if there are benefits, what they are and whether or not students excel. In order to answer some of these questions, literature that supported and refuted differentiated instruction was looked at and reported. Furthermore, in preparation for a New York State math exam, the teacher used methods of differentiating instruction to explore its effect on students’ learning and growth in the classroom. Students were given a preliminary assignment to determine student readiness and then were given follow-up assignments based on student readiness and interest. Three groups were used in the research: one that did not include a teaching approach geared toward differentiating instruction and two that did include the approach. The results were taken from student input, teacher input, and quantitative data that demonstrated growth in varying areas of the curriculum. It seemed that differentiating instruction proved to be beneficial.

Share

COinS