Differentiated math instruction and students achievement and attitudes toward learning
Term
2009
Capstone
Thesis
Degree Name
MAEd
Abstract
The research question addressed in this project was, how does differentiated instruction using tiered lessons affect student achievement and attitudes in understanding number sense in second grade? It describes the process of differentiating one chapter of the math curriculum using tiered lesson plans based on Tomlinson's research of the instructional strategy of differentiation. The author provides details on assessing student needs, grouping individuals based on learning needs, creating differentiated learning activities, as well as an analysis of the data created from the posttests and student surveys. Implications of differentiation, limitations of the findings and future plans are also described. As a result of implementing this unit, the author concludes that: 1) differentiation is a valuable strategy and does work to increase student achievement in the classroom 2) differentiation cannot be directly linked to positive attitudes toward learning.
Recommended Citation
Beierman, Alison, "Differentiated math instruction and students achievement and attitudes toward learning" (2009). School of Education and Leadership Student Capstone Theses and Dissertations. 2238.
https://digitalcommons.hamline.edu/hse_all/2238