Pregled bibliografske jedinice broj: 1281085
Challenges in the implementation of differentiated instruction in mathematics classrooms
Challenges in the implementation of differentiated instruction in mathematics classrooms // Future Studies in Education / Inayatulah, Sohail ; Dubovicki, Snježana ; Bilić, Anica (ur.).
Osijek: Faculty of Education, University of Osijek, 2023. str. 673-685 (predavanje, međunarodna recenzija, cjeloviti rad (in extenso), znanstveni)
CROSBI ID: 1281085 Za ispravke kontaktirajte CROSBI podršku putem web obrasca
Naslov
Challenges in the implementation of differentiated
instruction in mathematics classrooms
Autori
Jukić Matić, Ljerka ; Moslavac Bičvić, Diana ; Filipov, Mia
Vrsta, podvrsta i kategorija rada
Radovi u zbornicima skupova, cjeloviti rad (in extenso), znanstveni
Izvornik
Future Studies in Education
/ Inayatulah, Sohail ; Dubovicki, Snježana ; Bilić, Anica - Osijek : Faculty of Education, University of Osijek, 2023, 673-685
ISBN
978-953-8371-15-8
Skup
International conference Didactic Challenges IV
Mjesto i datum
Osijek, Hrvatska, 26.05.2022. - 27.05.2022
Vrsta sudjelovanja
Predavanje
Vrsta recenzije
Međunarodna recenzija
Ključne riječi
differentiated instruction ; mathematics teacher ; classroom practice
Sažetak
Dealing with student heterogeneity in mathematics education has become a priority issue in education policy worldwide. In differentiated instruction, teachers use a variety of strategies to adapt to students with different abilities and interests. However, effective differentiation in mathematics instruction is challenging. This paper presents a case study examining how lower secondary mathematics teachers implement differentiation in the classroom and what influences the (non)implementation of differentiated instruction. Data were collected by recording teachers' lessons before and after the professional development and conducting interviews with them. Recording the lessons allowed us to observe the teachers and examine whether and how differentiation was implemented. In the interviews, we learned details about how and how often teachers implemented differentiation, and we gained insight into teachers' beliefs and attitudes about differentiation. The data collected through these methods allowed us to triangulate the results. The results of the study suggest that mathematics teachers encounter various barriers to differentiation and that their beliefs about instruction and classroom realities do not always align.
Izvorni jezik
Engleski
Znanstvena područja
Matematika, Pedagogija, Obrazovne znanosti (psihologija odgoja i obrazovanja, sociologija obrazovanja, politologija obrazovanja, ekonomika obrazovanja, antropologija obrazovanja, neuroznanost i rano učenje, pedagoške discipline)
POVEZANOST RADA
Projekti:
IP-2018-01-8363 - Stručno usavršavanje učitelja u funkciji unapređenja rezultata učenja učenika osnovne škole u prirodoslovnom i matematičkom području (SURFPRIMA) (Bognar, Branko, HRZZ - 2018-01) ( CroRIS)
