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| Autor/inn/en | Micanovic, Veselin; Vuckovic, Dijana; Maslovaric, Biljana; Šakotic, Nada; Novovic, Tatjana |
|---|---|
| Titel | Effects and Challenges to Implement Differentiated Mathematics Teaching among Fourth Graders in Montenegro |
| Quelle | In: South African Journal of Education, 43 (2023) 3, Artikel 2100 (11 Seiten)Infoseite zur Zeitschrift
PDF als Volltext kostenfreie Datei |
| Zusatzinformation | ORCID (Micanovic, Veselin) ORCID (Vuckovic, Dijana) ORCID (Maslovaric, Biljana) ORCID (Šakotic, Nada) ORCID (Novovic, Tatjana) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0256-0100 |
| Schlagwörter | Foreign Countries; Affordances; Barriers; Curriculum Implementation; Individualized Instruction; Mathematics Instruction; Grade 4; Elementary School Students; Algebra; Problem Solving; Mathematics Achievement; Instructional Effectiveness; Montenegro |
| Abstract | In this quasi-experimental pretest-posttest study we examined the effects of differentiated instruction (DI) in within-class ability groupings of 246 Montenegrin fourth-graders and their ability to solve algebraic equations. We assessed 2 parallel student groups at equal achievement levels to compare DI, in which teaching and work modes were adapted to students' grouping according to previous achievement and pretest scores, and traditional whole-class instruction. Pretest-posttest evaluations were administered to both groups, and observation indicators were evaluated to assess the level and type of student activities, engagement, and individualisation. Students in the homogeneous DI experimental groups with tailored instructions were significantly more successful at solving algebraic tasks than their peers in the traditional whole-class instruction control group. DI improved students' results, but teachers required specific training and significantly more preparation time. (As Provided). |
| Anmerkungen | Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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