Addressing Students Learning Gaps in Mathematics through Differentiated Instruction

Abstract

The study aimed to determine if differentiated instruction effectively addresses learning gaps in mathematics. In particular, it explored how it can improve the student’s learning gaps concerning mathematical performance and confidence. The study employed a quasi-experimental design with 30 purposively-selected Grade 10 participants divided into differentiated (n = 15) and control groups (n = 15), ensuring the utmost ethical measures. The mean and standard deviation were used to describe the participants’ performance and confidence. Independent samples t-tests were used to determine the significant differences in the performance and confidence between the two groups. In contrast, dependent samples t-tests were used to determine the significant differences in each group’s pre and posttest performance and confidence. Findings bared that the differentiated instruction successfully addressed students’ performance in mathematics even in a short period. It also increased the participants’ confidence when answering fundamental problems. Continuing differentiated instruction activities are recommended since it benefits students who struggle in mathematics, particularly in answering fundamental operations. Differentiated teaching activities in mathematics can boost academic achievement and engagement and prepare students for future success while fostering a positive and inclusive classroom culture that values individual learning needs and preferences.

Enhancing Learners’ Performance in Grade 7 Mathematics Through 50-30-20 Exercise

“…The mathematical processes involved conceptualizing problems, applying mathematical ideas, information, and reasoning, and interpreting, using, and evaluating mathematical findings [4] . These mathematical operations were supported by basic mathematical skills, such as the capacity to comprehend a problem situation, its tasks, and questions; to present, justify, and explain a solution; to translate and represent the problem and its quantities into a mathematical form; and to use mathematical content knowledge and tools to solve the problem and communicate results [10,25] .…”

“…This finding supported Brown's claim about assessment and improvement as a predictor of assessment practices to improve teaching and identify learners' needs in each competency of mathematics [8] . Furthermore, it implies that the learners able to comprehend a problem situation, its tasks, and questions to justify and explain a solution when using this mathematical content knowledge and tools to solve specified problems [3,25] .…”

“…Similarly, the findings demonstrate that the 50-30-20 exercises effectively support students in generating, applying, and understanding mathematical operations rooted in fundamental mathematical skills. These skills encompass the capacity to recognize a problem situation, formulate a solution, justify, and explain it, translate the problem and its quantities into a mathematical form, and apply mathematical tools and content knowledge to solve problems and communicate outcomes [3,25] . The Department of Education concurs with the research findings, emphasizing that for students to progress to the next lesson and grasp the content, they must comprehend the prerequisites for each topic [27] .…”

Pre-service teachers’ perceptions of mathematics education and social justice

“…Failing to address unaddressed learning gaps could disadvantage learners, thereby being perceived as social injustice. While differentiated instruction is promising, it may still not effectively address all learning gaps in mathematics education (Aguhayon et al, 2023). These gaps impact mathematics education and perception by perpetuating inequalities, hindering student learning outcomes, and shaping pre-service teachers' perceptions of mathematics as challenging and inaccessible.…”

Problem-solving performance and subject preference: Math avoidance among Filipino elementary preservice teachers

“…On the other hand, the qualitative inquiry comprised 30 participants selected purposively (15 EPTs who preferred mathematics and another 15 who opted for different subjects, five from each campus, respectively). The participants for both inquiries were chosen from these institutions since these preservice teachers would soon be employed as primary educators in the different schools in the locality where low mathematics performance was prevalent among young learners (Aguhayon et al, 2023;Azucena et al, 2022;Pentang, 2021;Pentang et al, 2020). The school authorities' permission and anonymity for both institution and participants were established to conform to data privacy and confidentiality.…”