Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
DIFFERENTIATED MATH
WHAT IS DIFFERENTIATED MATH?
Tiered Assignments
Compacting
Interest Centers or Interest Groups
Flexible Grouping
Learning Contracts
Choice Boards
TIERED ASSIGNMENTS
Interest Centers focus on a math skill. Each center can focus on a specific
aspect such as with addition one may provide addition manipulatives,
computer center with math program, Real life problem in which students
have to use addition to solve.
Interest Group targets the usage of small groups to research on math
topics. Example of how geometry is used in engineering.
This can also be used in creating math clubs. According to Wegner, Issak,
Tesch, and Zehne, (2016), Pupils of various age groups can enter the
clubs on a voluntary basis (p. 414).
FLEXIBLE GROUPING
Choice Boards are graphic organizers that allow for students to choose
from a variety of math activities. It also can be based upon learning
styles and readiness level. Teacher sill also determine how many
centers must be visited.
For example, a choice board for a lesson on volume may contain do an
inquiry lesson on containers, use the math book for lesson on volume,
or watch a video on volume. Teacher states that students must visit two
centers and they must be from different categories (learning style or
readiness levels).
TAKEAWAYS FOR DIFFERENTIATED MATH
Hall, T., Strangman, N., & Meyer, A. (2003). Differentiated instruction and
implications for UDL
implementation. National Center on Accessing the General Curriculum.
Retrieved July 9, 2004 from:
http://www.k8accesscenter.org/training_resources/udl/diffinstruction.asp
Loeser, J. W. (2015). Differentiated Instruction. Research Starters: Education
(Online Edition),
Wegner, C., Issak, N., Tesch, K., & Zehne, C. (2016). Science Club--A
Concept. European Journal
Of Science And Mathematics Education, 4(3), 413-417.
SUGGESTED READING
Kaplan, S., Kaplan, J., Madsen, S., & Gould, B. (1980). Change for children: Ideas and
activities for
individualizing learning. Glenview, IL: Scott Foresman.
Strong, R., Perini, M., & Harvey, T. (2004). Creating a Differentiated Mathematics Classroom.
Educational Leadership, 61 ; pp. 73-78. Retrieved May 17, 2007 from EBSCO online database
Education Research Complete.