NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1061282
Record Type: Journal
Publication Date: 2015-Jun
Pages: 28
Abstractor: As Provided
Reference Count: 82
ISBN: N/A
ISSN: ISSN-0162-3532
Teachers' Reactions to Pre-Differentiated and Enriched Mathematics Curricula
Rubenstein, Lisa DaVia; Gilson, Cindy M.; Bruce-Davis, Micah N.; Gubbins, E. Jean
Journal for the Education of the Gifted, v38 n2 p141-168 Jun 2015
Modern classrooms are often comprised of a heterogeneous student population with varying abilities. To address this variance, third-grade teachers implemented researcher-designed, pre-differentiated, and enriched math curricula in algebra, geometry and measurement, and graphing and data analysis. The goal of the curricula was to provide academic rigor for all students, including students with high abilities. These units prompted educators to recognize learning differences in their classrooms and provide appropriate lessons for each group. Qualitative analyses revealed the treatment teachers' successful use of preassessments and grouping practices to accommodate students in their academically diverse classrooms. This study demonstrated the value of pre-differentiated and enriched curricula and professional development. Treatment teachers discussed how important it was that the curricula provided preassessments for each unit, and most lessons provided tiered activities directly connected to students' preassessment performance. Providing teachers with more meaningful and cohesive tiered activities will support teachers' efforts in academically challenging students of all levels.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 3; Primary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305A060044