ERIC Number: EJ1037675
Record Type: Journal
Publication Date: 2014-Mar
Reference Count: 7
Differentiated Instruction in Shared Mathematical Contexts
Gearhart, Maryl; Saxe, Geoffrey B.
Teaching Children Mathematics, v20 n7 p426-435 Mar 2014
In this article, the authors illustrates techniques for integrating diverse learners in shared mathematical contexts while providing differentiated support or challenge, as necessary. The techniques described were developed for a curriculum project entitled Learning Mathematics through Representations (LMR). A premise of LMR is that students' diverse ideas are resources for the learning of all students in a classroom community. Students in LMR classrooms build shared representations and a language for mathematical ideas that become community resources for problem solving. The needs of individual students are supported with whole-class discussions that build on incomplete ideas, as well as on differentiated partner activity sheets and formative assessments that identify patterns of partial understanding. Through the orchestration of these techniques, teachers can engage the entire class in productive mathematical inquiry.
Descriptors: Mathematics Instruction, Teaching Methods, Individualized Instruction, Student Diversity, Mathematical Concepts, Numbers, Numeracy, Problem Solving, Discussion (Teaching Technique), Group Discussion, Formative Evaluation, Elementary School Mathematics, Grade 4, Grade 5
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: email@example.com; Web site: http://www.nctm.org/publications/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Grade 4; Intermediate Grades; Grade 5; Middle Schools
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305B070299