Please use this identifier to cite or link to this item: http://hdl.handle.net/1880/51226
Title: Addressing the Challenge of Differentiation in Elementary Mathematics Classrooms
Authors: Babb, Paulino Preciado
Metz, Martina
Sabbaghan, Soroush
Pinchbeck, Geoffrey
Aljarrah, Ayman
Davis, Brent
Keywords: Mathematics Teacher Knowledge;Student Diversity;mastery of Learning;Formative Assessment
Issue Date: May-2016
Citation: Babb, P.P., et al. (2016, May). Addressing the Challenge of Differentiation in Elementary Mathematics Classrooms. In M. Takeuchi, A.P. Preciado Babb, & J. Lock. IDEAS 2016: Designing for Innovation Selected Proceedings. Paper presented at IDEAS 2016: Designing for Innovation, Calgary, Canada (pg 203-212). Calgary, Canada: Werklund School of Education, University of Calgary.
Abstract: Addressing students’ diversity of skills and knowledge for mathematics instruction has been a common challenge for teachers. This paper reports results from an innovative partnership of school district, university and curricular material developers aimed at improving mathematics instruction at elementary level. We report successful cases of lessons enacting instructional practices that engage all students in the classroom, ensure they meet expected outcomes, and challenge them with further bonuses. The cases are analyzed based on mastery of learning, with a particular focus on continual assessment during class. We also include challenges we have faced in supporting teachers as they incorporate these practices in their daily teaching.
URI: http://hdl.handle.net/1880/51226
ISBN: 978-0-88953-390-5
Appears in Collections:IDEAS 2016: Designing for Innovation

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