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Addressing the Challenge of Differentiation in Elementary Mathematics Classrooms

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Author
Babb, Paulino Preciado
Metz, Martina
Sabbaghan, Soroush
Pinchbeck, Geoffrey
Aljarrah, Ayman
Davis, Brent
Faculty
Werklund School of Education
Accessioned
2016-05-16T16:23:50Z
Available
2016-05-16T16:23:50Z
Issued
2016-05
Subject
Mathematics Teacher Knowledge
Student Diversity
mastery of Learning
Formative Assessment
Type
unknown
Metadata
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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.
Refereed
Yes
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.
Faculty
Werklund School of Education
Institution
University of Calgary
Url
https://werklund.ucalgary.ca/ideas/
Publisher
University of Calgary
Doi
http://dx.doi.org/10.11575/PRISM/5319
Uri
http://hdl.handle.net/1880/51226
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