Differentiating Instruction: Development of a Practice Framework for and with Secondary Mathematics Classroom Teachers

Marks, Andrew R.; Woolcott, Geoff; Markopoulos, Christos

doi:10.29333/iejme/11198

Cited by 2 publications

(2 citation statements)

References 95 publications

(134 reference statements)

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“…Rooted in the constructivist learning theories of the 1970s and 1980s, the idea of differentiation is based on the premise that learning occurs when students create their own understanding by building on what they already know (Marks, Woolcott, & Markopoulos, 2021;Smith & Throne, 2007). As students come to class with different experiences, needs and goals, their entry points to learning will differ too.…”

Section: Literature Review Differentiated Instructionmentioning

confidence: 99%

Differentiated instruction in the EFL classroom: An interview study on Hungarian primary and secondary school EFL teachers' views and self-reported practices

Kótay-Nagy

2023

JALKI

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In recent decades, there have been growing expectations for language teachers to use differentiated instruction (DI) in their classrooms to address the diverse needs of their students. Currently, however, relatively little is known about how teachers of English as a foreign language (EFL) working in Hungarian public education view the concept of DI and implement it in practice. The present study sought to explore this question by interviewing eight Hungarian primary and secondary school EFL teachers on their views and practices of DI. More specifically, the study strove to explore the participants' understanding of and attitude towards DI as well as the differentiation strategies they report to use and the challenges and enablers they perceive when implementing DI. The data were subjected to template analysis. Results suggest that teachers have a solid understanding of the goals of DI and show a primarily positive attitude towards the approach but are less conscious about the strategies available to them and tend to differentiate mostly intuitively. They perceive challenges both in planning and delivering differentiated lessons, such as coping with increased preparation time and having to multitask in class. Exchanging good practices in formal and informal training sessions, cooperating with colleagues and parents, and having rearrangeable furniture and digital tools in the classrooms emerged as enablers of DI. Implications point toward the need for professional development opportunities that help teachers conceptualize their intuitive approaches and extend their repertoire of DI strategies. Researching how technology may enhance DI practices also appears to be warranted.

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Section: Literature Review Differentiated Instructionmentioning

confidence: 99%

Differentiated instruction in the EFL classroom: An interview study on Hungarian primary and secondary school EFL teachers' views and self-reported practices

Kótay-Nagy

2023

JALKI

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“…In the public perception, school mathematics is useless, because, any user can perform any calculations, even symbolic ones, using simple but effective Android applications in the new technological reality. New didactic methodologies are able to help mathematics restore its role as the basis of knowledge taking into account the new technological reality, when studying mathematics aims at developing students' creative potential of the disciplines taught (Marks et al., 2021). It is about studying mathematics based on the interdisciplinary integration of two or more subjects, with the aim of improving and enriching the learning process, obtaining essential knowledge about the subjects.…”

Section: Introductionmentioning

confidence: 99%

Actualization of interdisciplinary integration at mathematics lessons

Zhexembinova,

Kokazhayeva,

Babaev

et al. 2023

Euro J of Education

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The relevance of the published research on the actualization of interdisciplinary integration at mathematics lessons is due to the need for conceptual clarification of what is included in the concept of an academic discipline, and, consequently, interdisciplinary integration. Currently, there is no uniformly consistent interdisciplinary terminology, moreover, interdisciplinary boundaries are often difficult to overcome. In pedagogical practice, intersubject is only rhetorically praised, but its practical implementation is often very difficult. This publication aims at studying the role and potential of the actualization of interdisciplinary integration at mathematics lessons. Mathematics is widely recognized as central to human development. However, there are not enough research concerning teaching mathematics in various contexts of educational systems. The object of the study is interdisciplinary integration at mathematics lessons within the framework of holistic learning concepts. Consideration of interdisciplinary integration at mathematics lessons gives researchers the key to education of the XXI century. Nevertheless, few studies are published concerning the proposed object that can serve as a basis for practice in the actualization of interdisciplinary integration at mathematics lessons. Qualitative critical phenomenology was used as a research methodology, since the logic of the actualization of interdisciplinary integration at mathematics lessons reflects a system of historically determined values transmitted by institutionalized models of behaviour, thinking and speech. The application of critical phenomenology allowed us to come to an understanding of how the social and pedagogical aspects of the actualization of interdisciplinary integration at mathematics lessons affect the ways in which students construct reality. Critical phenomenology has made it possible to identify various approaches to the study of the actualization of interdisciplinary integration at mathematics lessons, to study the impact of social interactions in the construction of interdisciplinary discourse by students, the possible impact that interdisciplinary discourse can have on learning. Since the research was of a qualitative nature, it was inevitably influenced by the interpretative methodological paradigm, which recognizes that individual life experience is formed by context, and ideas about knowledge are socially constructed.

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Differentiating Instruction: Development of a Practice Framework for and with Secondary Mathematics Classroom Teachers

Cited by 2 publications

References 95 publications

Differentiated instruction in the EFL classroom: An interview study on Hungarian primary and secondary school EFL teachers' views and self-reported practices

Differentiated instruction in the EFL classroom: An interview study on Hungarian primary and secondary school EFL teachers' views and self-reported practices

Actualization of interdisciplinary integration at mathematics lessons

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