Addressing the Challenge of Differentiation in Elementary Mathematics Classrooms
Date
2016-05
Journal Title
Journal ISSN
Volume Title
Publisher
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.
Description
Keywords
Mathematics Teacher Knowledge, Student Diversity, mastery of Learning, Formative Assessment
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.