International Electronic Journal of Mathematics Education

International Electronic Journal of Mathematics Education
The Potential of Prospective Teachers Experiencing Differentiated Instruction in a Mathematics Course
APA
In-text citation: (Chamberlin, 2011)
Reference: Chamberlin, M. T. (2011). The Potential of Prospective Teachers Experiencing Differentiated Instruction in a Mathematics Course. International Electronic Journal of Mathematics Education, 6(3), 134-156. https://doi.org/10.29333/iejme/265
AMA
In-text citation: (1), (2), (3), etc.
Reference: Chamberlin MT. The Potential of Prospective Teachers Experiencing Differentiated Instruction in a Mathematics Course. INT ELECT J MATH ED. 2011;6(3), 134-156. https://doi.org/10.29333/iejme/265
Chicago
In-text citation: (Chamberlin, 2011)
Reference: Chamberlin, Michelle T.. "The Potential of Prospective Teachers Experiencing Differentiated Instruction in a Mathematics Course". International Electronic Journal of Mathematics Education 2011 6 no. 3 (2011): 134-156. https://doi.org/10.29333/iejme/265
Harvard
In-text citation: (Chamberlin, 2011)
Reference: Chamberlin, M. T. (2011). The Potential of Prospective Teachers Experiencing Differentiated Instruction in a Mathematics Course. International Electronic Journal of Mathematics Education, 6(3), pp. 134-156. https://doi.org/10.29333/iejme/265
MLA
In-text citation: (Chamberlin, 2011)
Reference: Chamberlin, Michelle T. "The Potential of Prospective Teachers Experiencing Differentiated Instruction in a Mathematics Course". International Electronic Journal of Mathematics Education, vol. 6, no. 3, 2011, pp. 134-156. https://doi.org/10.29333/iejme/265
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Chamberlin MT. The Potential of Prospective Teachers Experiencing Differentiated Instruction in a Mathematics Course. INT ELECT J MATH ED. 2011;6(3):134-56. https://doi.org/10.29333/iejme/265

Abstract

Differentiated instruction is a promising approach for supporting the diverse needs of students. To support prospective teachers with the challenge of implementing differentiated instruction in their future instruction and to meet their diverse needs as college students, we decided to incorporate differentiated instruction in our mathematics content course for them. The specific objective of this study was then to examine how the prospective elementary teachers experienced differentiated instruction in the mathematics content course, whether it met their varying instructional needs, and how it may impact their future mathematics teaching. Qualitative and quantitative analyses revealed that the prospective teachers found the differentiated instruction supportive of their diverse needs and that they plan to incorporate similar features in their future instruction. However, the prospective teachers' comments did reveal additional aspects about differentiated instruction to learn and strengthen. Suggestions for revising the mathematics content course and enhancing the differentiated instruction are provided along with directions for further research.

References

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License

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.