Abstract:This study sought to investigate in-service mathematics teachers’ knowledge of differentiated instruction in junior high schools in Tano South Municipality of Ghana. The study adopted an explanatory sequential mixed method design. We employed a sample of 50 JHS mathematics teachers comprised 41 general in-service teachers and 9 special in-service teachersin the quantitative study through proportionate stratified sampling technique. In the qualitative phase, 6 JHS mathematics teachers comprising 4 general in-se… Show more
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