國立虎尾科技大學 |

An Examination of the Use of Differentiated Instruction in Mathematics Classes : = A Single Case Study.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	An Examination of the Use of Differentiated Instruction in Mathematics Classes :/
其他題名:	A Single Case Study.
作者:	Mathurin, Christine Vera.
面頁冊數:	1 online resource (119 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.
Contained By:	Dissertation Abstracts International79-11A(E).
標題:	Mathematics education. -
電子資源:	click for full text (PQDT)
ISBN:	9780438122802

An Examination of the Use of Differentiated Instruction in Mathematics Classes : = A Single Case Study.
Mathurin, Christine Vera.

An Examination of the Use of Differentiated Instruction in Mathematics Classes :A Single Case Study. - 1 online resource (119 pages)

Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.

Thesis (Ed.D.)--Northcentral University, 2018.

Includes bibliographical references

Educational institutions are faced with an increased number of students who enter school with varied educational needs. Teachers are expected to amend their instructional methods to ensure they meet the needs of their students so both teachers and students can meet their educational objectives. Differentiated instruction (DI) is a method that teachers can use to meet the learning needs of students with varied abilities. The problem this study addressed is why teachers are not using DI even if they are aware of its benefits to students with varied abilities. The purpose of this single case study design was to find out if teachers were using DI, and the challenges they faced that prevented them from using it. Data collection techniques such as interviews and observations were used to collect pertinent data for this study. The sample size selected for this study included 20 mathematics teachers from five secondary schools. The findings of this study indicated the teachers who participated in the study were fully trained in the use of DI and were aware of its importance and positive impact on students in mixed-ability classrooms. However, participants indicated they faced a number of challenges that prevented them from using DI or not using it effectively. The participants identified various factors such as inadequate time to differentiate instruction, a lack of resources to differentiate instruction, various classroom management issues, a general lack of support from the school administration, and large classroom size as some of the major components that hindered their ability to differentiate instruction. Future research should focus on how educators can minimize the challenges they encounter when implementing DI so teachers can use differentiated methods more frequently to meet the increased number of students with diverse needs in their classrooms.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780438122802Subjects--Topical Terms:

1148686
Mathematics education.
Index Terms--Genre/Form:

554714
Electronic books.

An Examination of the Use of Differentiated Instruction in Mathematics Classes : = A Single Case Study.
LDR:03119ntm a2200325Ki 4500 001 919797
005 20181129120548.5
006 m o u
007 cr mn||||a|a||
008 190606s2018 xx obm 000 0 eng d
020 $a 9780438122802
035 $a (MiAaPQ)AAI10828581
035 $a (MiAaPQ)northcentral:13054
035 $a AAI10828581
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Mathurin, Christine Vera. $3 1194444
245 1 3 $a An Examination of the Use of Differentiated Instruction in Mathematics Classes : $b A Single Case Study.
264 0 $c 2018
300 $a 1 online resource (119 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.
500 $a Adviser: David Thomas.
502 $a Thesis (Ed.D.)--Northcentral University, 2018.
504 $a Includes bibliographical references
520 $a Educational institutions are faced with an increased number of students who enter school with varied educational needs. Teachers are expected to amend their instructional methods to ensure they meet the needs of their students so both teachers and students can meet their educational objectives. Differentiated instruction (DI) is a method that teachers can use to meet the learning needs of students with varied abilities. The problem this study addressed is why teachers are not using DI even if they are aware of its benefits to students with varied abilities. The purpose of this single case study design was to find out if teachers were using DI, and the challenges they faced that prevented them from using it. Data collection techniques such as interviews and observations were used to collect pertinent data for this study. The sample size selected for this study included 20 mathematics teachers from five secondary schools. The findings of this study indicated the teachers who participated in the study were fully trained in the use of DI and were aware of its importance and positive impact on students in mixed-ability classrooms. However, participants indicated they faced a number of challenges that prevented them from using DI or not using it effectively. The participants identified various factors such as inadequate time to differentiate instruction, a lack of resources to differentiate instruction, various classroom management issues, a general lack of support from the school administration, and large classroom size as some of the major components that hindered their ability to differentiate instruction. Future research should focus on how educators can minimize the challenges they encounter when implementing DI so teachers can use differentiated methods more frequently to meet the increased number of students with diverse needs in their classrooms.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Mathematics education. $3 1148686
655 7 $a Electronic books. $2 local $3 554714
690 $a 0280
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Northcentral University. $b School of Education. $3 1179614
773 0 $t Dissertation Abstracts International $g 79-11A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10828581 $z click for full text (PQDT)