Katherine Aubrey Rationale for Differentiating Math Instruction The phrase one size does not fit all

is not only true of clothing but is also true of learning. One instructional method does not fit all of its targeted learners; therefore, differentiation of learning is required in order to instruct a variety of learners. During my second student teaching experience, I differentiated math instruction through the use of math centers. The math unit was fractions. The students were given a pre-assessment on fractions the Friday before the unit began in order to see whether or not they had a base knowledge of fractions. Seventy percent of the class showed they had a base knowledge of fractions whereas twenty-nine percent of the class showed they did not have a base understanding of fractions. Therefore, instruction on fractions was differentiated via math centers. Since instruction of fractions was through the use of centers, students were divided into four groups based on their pre-assessment scores. These centers were differentiated by content, readiness, and learning style. There were four centers. The first center was the teacher center where I, the teacher, would work with the groups on what they needed to learn. The second center was the smart board center. Instructions for the four groups in this center were posted on the blackboard next to the smart board. Some days the groups had different smart board activities, but other days the groups had the same activities. The activities for that days instruction were minimized as tabs at the bottom of the screen so that the students could easily access the activity that their group was supposed to complete. The third center was located in the reading corner. When students arrived at this center, instructions were posted on the white board and the materials were provided. This center was directed towards students who learned kinesthetically. For example, one day the students had to divide die cuts into thirds, fourths, and halves. Center four was directed towards visual and kinesthetic learners. One of the activities in this center was a Smarties activity where

the students had to count their Smarties and then write fractions from the information gathered on the number of Smarties and the number of each colored Smarties. This activity also required students to order and compare fractions. The centers changed from day to day depending on the focus of math instruction. The students benefitted from rotating to all of the centers because instruction was directed to all learning styles and the readiness of each group. The students rotated in fifteen minute increments and a bell was rung when it was time to rotate. The students were very pleased with the centers, and they enjoyed moving around while learning about fractions. Not only are centers an excellent way to differentiate math instruction, but they are also a great way to differentiate instruction in other content areas.