Differentiating Instruction: Development of a Practice Framework for and with Secondary Mathematics Classroom Teachers
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1 School of Education, Southern Cross University, AUSTRALIA* Corresponding Author
Abstract
This article outlines an approach to bridging the gap between the theory and practice of differentiated instruction. Differentiated instruction has long been suggested as a pedagogical approach to cater for student individuality and diversity, particularly in mixed-ability classrooms. Although the theory of differentiated instruction has been applied widely, such instruction has not been taken up widely in teaching practice. The first part of the article explores the relationship of theory and practice of differentiated instruction in relation to pedagogical content knowledge, teacher efficacy, formative assessment, teacher confidence and competence and professional learning. This exploration uses exemplar cases from mathematics teaching to pave the way for an outline, in the second part of the article, of how differentiated instruction could be implemented for the mixed-ability groupings increasingly engaged in the Australian secondary mathematics classroom. A protype practice framework for teachers is presented as part of a project being conducted in regional Australia, with the overall aim of assisting teachers in developing and implementing strategies for differentiated instruction in secondary mathematics classrooms.
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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Article Type: Research Article
INT ELECT J MATH ED, 2021, Volume 16, Issue 3, Article No: em0657
https://doi.org/10.29333/iejme/11198
Publication date: 31 Aug 2021
Article Views: 3808
Article Downloads: 2353
Open Access Disclosures References How to cite this articleDisclosure
Declaration of Conflict of Interest: No conflict of interest is declared by author(s).
Data sharing statement: Data supporting the findings and conclusions are available upon request from the corresponding author(s).
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How to cite this article
APA
Marks, A., Woolcott, G., & Markopoulos, C. (2021). Differentiating Instruction: Development of a Practice Framework for and with Secondary Mathematics Classroom Teachers. International Electronic Journal of Mathematics Education, 16(3), em0657. https://doi.org/10.29333/iejme/11198
Vancouver
Marks A, Woolcott G, Markopoulos C. Differentiating Instruction: Development of a Practice Framework for and with Secondary Mathematics Classroom Teachers. INT ELECT J MATH ED. 2021;16(3):em0657. https://doi.org/10.29333/iejme/11198
AMA
Marks A, Woolcott G, Markopoulos C. Differentiating Instruction: Development of a Practice Framework for and with Secondary Mathematics Classroom Teachers. INT ELECT J MATH ED. 2021;16(3), em0657. https://doi.org/10.29333/iejme/11198
Chicago
Marks, Andrew, Geoff Woolcott, and Christos Markopoulos. "Differentiating Instruction: Development of a Practice Framework for and with Secondary Mathematics Classroom Teachers". International Electronic Journal of Mathematics Education 2021 16 no. 3 (2021): em0657. https://doi.org/10.29333/iejme/11198
Harvard
Marks, A., Woolcott, G., and Markopoulos, C. (2021). Differentiating Instruction: Development of a Practice Framework for and with Secondary Mathematics Classroom Teachers. International Electronic Journal of Mathematics Education, 16(3), em0657. https://doi.org/10.29333/iejme/11198
MLA
Marks, Andrew et al. "Differentiating Instruction: Development of a Practice Framework for and with Secondary Mathematics Classroom Teachers". International Electronic Journal of Mathematics Education, vol. 16, no. 3, 2021, em0657. https://doi.org/10.29333/iejme/11198