Addressing the Challenge of Differentiation in Elementary Mathematics Classrooms

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.