Title

Providing Differentiated Instruction for High School Mathematics Students

Presenter Information

Katlyn PeeplesFollow

Academic Level at Time of Presentation

Senior

Major

Mathematics/Secondary Certification

Minor

History

List all Project Mentors & Advisor(s)

Dr. Molly Williams

Presentation Format

Oral Presentation

Abstract/Description

The American education system is constantly changing, and as the times change, teachers must change with it. One thing that will never change, however, is that teachers must find a way to meet the needs of each of their students. Each student in a classroom is unique, and therefore must be challenged according to his or her abilities. Adapting instruction in order to meet the needs of each student in the classroom is a concept known as differentiated instruction. Differentiation in the classroom is an approach to teaching in which teachers adapt instructional methods in order to maximize learning for all students. While differentiated instruction is important for all subject areas, it is imperative in the math classroom, where students from all backgrounds and various skills come together to learn common standards.

This thesis is divided into two main sections. The first, a research-driven portion, provides the background knowledge behind differentiated instruction, especially in how it relates to a high school mathematics classroom. The second part provides several examples of math lesson plans, including practical examples of differentiation techniques and activities. There are two overarching goals of this thesis. The first is that teachers will understand the importance of differentiated instruction for their students. The second is that teachers will be able to use this thesis as a resource or a model in how to create lesson plans using differentiation techniques in a high school math classroom.

Affiliations

Honors Thesis

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Providing Differentiated Instruction for High School Mathematics Students

The American education system is constantly changing, and as the times change, teachers must change with it. One thing that will never change, however, is that teachers must find a way to meet the needs of each of their students. Each student in a classroom is unique, and therefore must be challenged according to his or her abilities. Adapting instruction in order to meet the needs of each student in the classroom is a concept known as differentiated instruction. Differentiation in the classroom is an approach to teaching in which teachers adapt instructional methods in order to maximize learning for all students. While differentiated instruction is important for all subject areas, it is imperative in the math classroom, where students from all backgrounds and various skills come together to learn common standards.

This thesis is divided into two main sections. The first, a research-driven portion, provides the background knowledge behind differentiated instruction, especially in how it relates to a high school mathematics classroom. The second part provides several examples of math lesson plans, including practical examples of differentiation techniques and activities. There are two overarching goals of this thesis. The first is that teachers will understand the importance of differentiated instruction for their students. The second is that teachers will be able to use this thesis as a resource or a model in how to create lesson plans using differentiation techniques in a high school math classroom.