Differentiation of Teaching and Learning Mathematics: An Action Research Study in Tertiary Education

Autor/inn/en	Konstantinou-Katzi, Panagiota; Tsolaki, Eleni; Meletiou-Mavrotheris, Maria; Koutselini, Mary
Titel	Differentiation of Teaching and Learning Mathematics: An Action Research Study in Tertiary Education
Quelle	In: International Journal of Mathematical Education in Science and Technology, 44 (2013) 3, S.332-349 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2012.714491
Schlagwörter	Mathematics Instruction; College Mathematics; Individualized Instruction; Calculus; Learner Engagement; Student Motivation; College Freshmen; Engineering Education; Curriculum Development; Action Research; Mathematics Achievement; Student Attitudes; Student Surveys; Instructional Effectiveness; Foreign Countries; Cyprus + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Individualisierender Unterricht; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Schulische Motivation; Studienanfänger; Ingenieurausbildung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Projektforschung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Schülerverhalten; Schülerbefragung; Unterrichtserfolg; Ausland; Zypern
Abstract	Diversity and differentiation within our classrooms, at all levels of education, is nowadays a fact. It has been one of the biggest challenges for educators to respond to the needs of all students in such a mixed-ability classroom. Teachers' inability to deal with students with different levels of readiness in a different way leads to school failure and all the negative outcomes that come with it. Differentiation of teaching and learning helps addressing this problem by respecting the different levels that exist in the classroom, and by responding to the needs of each learner. This article presents an action research study where a team of mathematics instructors and an expert in curriculum development developed and implemented a differentiated instruction learning environment in a first-year engineering calculus class at a university in Cyprus. This study provides evidence that differentiated instruction has a positive effect on student engagement and motivation and improves students' understanding of difficult calculus concepts. (Contains 1 table and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10