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ERIC Number: EJ853838
Record Type: Journal
Publication Date: 2009
Pages: 5
Abstractor: ERIC
Reference Count: 9
ISSN: ISSN-1326-0286
Same Task, Different Paths: Catering for Student Diversity in the Mathematics Classroom
Ferguson, Sarah
Australian Primary Mathematics Classroom, v14 n2 p32-36 2009
Teachers do not want to have students simply marking time by completing tasks from which there is no new learning for them. Similarly, teachers do not want students struggling with tasks that are demoralisingly difficult. In one primary mathematics classroom, however, a teacher can expect to have a wide range in the levels of understanding of the students, some say as much as a five year span. So how do teachers deal effectively with the diversity of mathematical needs they find in their classrooms? In this article, the author discusses the importance of using rich mathematical tasks and describes how they can be adapted to cater for a diverse range of learners. She also provides examples of rich tasks and suggests that teachers need to source mathematically rich tasks that are easy to vary, know the range of ways in which their students may respond to these tasks, and plan for task variations to cater for those who require scaffolding and those who require extending. (Contains 4 figures.)
Australian Association of Mathematics Teachers (AAMT). GPO Box 1729, Adelaide 5001, South Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Grade 1
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia