Differentiation of teaching and learning mathematics: an action research study in tertiary education

Konstantinou-Katzi, Panagiota; Tsolaki, Eleni; Meletiou-Mavrotheris, Μaria; Koutselini, Mary

doi:10.1080/0020739x.2012.714491

Cited by 34 publications

(26 citation statements)

References 10 publications

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“…In addition, Lesseig and Krouss (2017) report encouraging results from using flipped learning in collegiate mathematics. Konstantinou-Katzi et al (2013) call for an overall approach to university mathematics instruction that is adaptive to individual student's needs, as such an approach has a positive impact on learning and on attitudes towards mathematics. However, implementing this kind of adaptive instruction is challenging on a mass course scale, as recognised by Konstantinou-Katzi et al (2013).…”

Section: Introductionmentioning

confidence: 99%

Supporting Quality of Learning in University Mathematics: a Comparison of Two Instructional Designs

Lahdenperä

Postareff

Rämö

2018

Int. J. Res. Undergrad. Math. Ed.

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Prior research acknowledges the need to further develop undergraduate mathematics instruction. The aim of this study is to investigate the relationship between instructional design and quality of learning. This quantitative study approaches the learning environment by comparing students' approaches to learning, self-efficacy, and experiences of the teachinglearning environment in two undergraduate mathematics courses using different pedagogical approaches. The first course functioned within a traditional lecture-based framework with the inclusion of student-centred elements, and the second course was implemented with Extreme Apprenticeship, a novel student-centred teaching method. The analysis is based on the same cohort of students in these two contexts (N = 91). Students were clustered based on their deep and surface approaches to learning and three clusters were identified: students applying a deep approach, students applying a surface approach, and students applying a context-sensitive surface approach. The results show that the more student-centred course design succeeded in supporting more favourable approaches to learning, higher self-efficacy levels, and more positive experiences of the teaching-learning environment. In addition, all three clusters benefited from the more student-centred course design, with students applying a context-sensitive surface approach benefiting the most. Overall, the results suggest that it is possible to promote the quality of university mathematics learning with instructional designs that, besides content, take a holistic approach to the learning environment. Keywords Student-centred. Instructional design. Approaches to learning. Experiences of the teaching-learning environment. Self-efficacy. Quantitative research

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Section: Introductionmentioning

confidence: 99%

Supporting Quality of Learning in University Mathematics: a Comparison of Two Instructional Designs

Lahdenperä

Postareff

Rämö

2018

Int. J. Res. Undergrad. Math. Ed.

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“…Educators of lower classmen in the higher education sector may encounter significant numbers of students operating in the concrete or formal operational levels, and hence differentiating the instruction would follow a similar pattern to those outlined above in Section 2.2.1. This is adequately demonstrated by a few reported studies of freshmen level mathematics classes [25,26]. In the study by Chamberlin and Powers [25], freshmen mathematics students taking "number and operations" were studied.…”

Section: Differentiated Learning In Higher Educationmentioning

confidence: 89%

Utilizing a Differentiation Framework, Piagetian Theories and Bloom’s Taxonomy to Foster Experiential Learning Activities in Chemical Engineering

Hutton-Prager¹

2018

Laboratory Unit Operations and Experimental Methods in Chemical Engineering

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This chapter will explore the development of laboratory experiments and analysis for undergraduate chemical engineering students, by utilizing a differentiation framework specifically adapted for university-level education. The differentiation framework explores the relationship between Piagetian and post-Piagetian thinking skills with differentiated learning skills, demonstrating links with Bloom's taxonomy and experiential learning theories. Experimental activities developed within such a framework will allow all students to participate fully in the learning experience intended, as they will be given opportunities to reflect on the learning, and put this new learning into action, within their current thinking operational level. This chapter provides an in-depth look into the educational framework proposed, and then shows examples of how it is used in the development of experimental activities. Educators following this advice will greatly enhance the educational outcomes of the experimental activities conducted.

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“…Bantis (2008) studied the effect of DI on the writing achievement of elementary children and found positive impacts. In addition, other researchers indicated the increased motivation and engagement of students from elementary (Martin & Pickett, 2013;Tobin & Tippett, 2014) to bachelor level of education (Konstantinou-Kantzi, Tsolaki, Meletiou-Mavrotheris, & Koutselini, 2013;Taylor, 2015).…”

Section: Effectiveness Of DImentioning

confidence: 98%

Differentiated Instruction in Practice: Curriculum Adjustments in Kindergarten

Mavidou¹,

Κακανά²

2019

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The present study aims to investigate the effectiveness of Differentiated Instruction (DI) on kindergarten children's achievement. More specifically, the paper discusses the effect of different types of adjustments on an Integrated Curriculum following the DI approach. DI is a teaching and learning approach that provides a context to adjust sufficiently several aspects of the curriculum in order to address effectively the needs of all learners. However, the impact of DI is often related to several learning subjects, e.g. reading, mathematics etc., while scarce empirical evidence exists regarding its effectiveness in the context of an Integrated Curriculum. The majority of related research excludes the preschool education; hence, more research about the appropriate implementation of DI in kindergarten settings is needed. The study was quasi-experimental, including pre-and post-tests to examine the effectiveness of DI in reaching the learning goals of three interventions. The participants were 80 kindergarteners for the experimental group and 74 children comprised the control group. The statistical analysis highlighted the positive impact of DI on their achievement. In addition, a tendency was found implying that differentiation by interests was the most effective type of adjustment. The results proved the applicability and positive impacts of DI in kindergarten classrooms, while further research is needed to define and optimize the differentiation strategies and techniques.

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Differentiation of teaching and learning mathematics: an action research study in tertiary education

Cited by 34 publications

References 10 publications

Supporting Quality of Learning in University Mathematics: a Comparison of Two Instructional Designs

Supporting Quality of Learning in University Mathematics: a Comparison of Two Instructional Designs

Utilizing a Differentiation Framework, Piagetian Theories and Bloom’s Taxonomy to Foster Experiential Learning Activities in Chemical Engineering

Differentiated Instruction in Practice: Curriculum Adjustments in Kindergarten

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