This study explores the effectiveness of differentiated instruction strategies in primary school mathematics, particularly focusing on strategies based on the analysis of teaching difficulties. Employing a case study approach, the research examines the application of these strategies in a sixth-grade mathematics unit on mixed operations with fractions. The study involved two groups: a control group using conventional teaching methods and an experimental group where differentiated instruction strategies were applied. Data were collected through student performance metrics, teacher and student interviews, and a school-wide teacher questionnaire. The findings indicate significant improvements in student learning outcomes in the experimental group, corroborated by statistical analysis, including t-tests. Teacher and student feedback further validate the efficacy of the differentiated instruction approach, highlighting its potential to cater to diverse learning needs and improve academic performance.

Li Jinlong. Differentiated Instruction Strategies Based on Teaching Difficulty Analysis. Frontiers in Educational Research (2024) Vol. 7, Issue 6: 16-27. https://doi.org/10.25236/FER.2024.070603.

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