NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1001822
Record Type: Journal
Publication Date: 2012-Nov
Pages: 9
Abstractor: ERIC
Reference Count: 10
ISSN: ISSN-1073-5836
Using Math Stations for Commonsense Inclusiveness
Andreasen, Janet B.; Hunt, Jessica H.
Teaching Children Mathematics, v19 n4 p238-246 Nov 2012
Differentiation is one way to make the success of all students in mathematics a reality. However, many teachers continue to wonder how to make differentiation work in everyday classroom instruction, practice, and assessment. One approach that allows educators to deliver differentiated practice and assessment opportunities to effectively reach all students in the classroom environment is the use of math stations. This article offers a commonsense example of how to use math stations to differentiate practice as well as assessment opportunities for a model lesson plan involving the comparison of fractions. First the authors define differentiation as it relates to practice and assessment in mathematics classrooms and highlight specific characteristics and types of differentiation. Next they look at an Illuminations lesson ( and demonstrate how to build on an existing quality mathematics lesson by using math stations for differentiated practice and assessment opportunities. They offer final thoughts and suggestions as a catalyst to further assist educators in implementing differentiation in their mathematics lessons. (Contains 5 figures.)
National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A