Frontiers in Educational Research, 2024, 7(6); doi: 10.25236/FER.2024.070603.
Li Jinlong
Dalton Xinhua School, Shenzhen, Guangdong, 518000, China
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.
Differentiated Instruction; Teaching Difficulties; Student Performance; Educational Strategies
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.
[1] H. Gardner, Frames of Mind: The Theory of Multiple Intelligences. New York: Basic Books, 1983.
[2] C. A. Tomlinson, Differentiating Instruction for Students in Mixed-Ability Classrooms. Alexandria, VA: Association for Supervision and Curriculum Development, 1995.
[3] C. A. Tomlinson, How to differentiate instruction in mixed-ability classrooms. 2nd ed. Alexandria, VA: Association for Supervision and Curriculum Development, 2001.
[4] G. H. Gregory and C. Chapman, Differentiated instructional strategies: One size doesn't fit all. Thousand Oaks, CA: Corwin Press, 2013.
[5] C. A. Tomlinson and J. McTighe, Integrating differentiated instruction and understanding by design: Connecting content and kids. Alexandria, VA: Association for Supervision and Curriculum Development, 2006.
[6] C. A. Tomlinson, The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: Association for Supervision and Curriculum Development, 1999.
[7] P. Black and D. Wiliam, "Assessment and classroom learning," Assessment in Education: Principles, Policy & Practice, vol. 5, no. 1, pp. 7-74, 1998.
[8] T. Hall, Differentiated Instruction: Effective Classroom Practices Report, National Center on Accessing the General Curriculum, Office of Special Education Programs, U.S. Department of Education, 2002.
[9] R. J. Fogarty and J. Stoehr, "Integrating Curricula with Multiple Intelligences: Teams, Themes, and Threads," 2nd ed. Thousand Oaks, CA: Corwin, 2007.
[10] R. E. Mayer, Multimedia Learning. Cambridge, UK: Cambridge University Press, 2001.
[11] J. Hattie, Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. London: Routledge, 2009.
[12] T. R. Guskey, "Professional development and teacher change," Teachers and Teaching, vol. 8, no. 3, pp. 381-391, 2002.
[13] R. J. Marzano, The Art and Science of Teaching: A Comprehensive Framework for Effective Instruction. Alexandria, VA: Association for Supervision and Curriculum Development, 2007.
[14] J. B. Carroll, "A model of school learning," Teachers College Record, vol. 64, no. 8, pp. 1–9, 1963. [Online]. Available: https://doi.org/10.1177/016146816306400801