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Marks, Andrew; Woolcott, Geoff; Markopoulos, Christos – International Electronic Journal of Mathematics Education, 2021
This article outlines an approach to bridging the gap between the theory and practice of differentiated instruction. Differentiated instruction has long been suggested as a pedagogical approach to cater for student individuality and diversity, particularly in mixed-ability classrooms. Although the theory of differentiated instruction has been…
Descriptors: Individualized Instruction, Secondary School Teachers, Mathematics Teachers, Foreign Countries
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Kalogeropoulos, Penelope; Russo, James; Russo, Toby; Sullivan, Peter – International Electronic Journal of Mathematics Education, 2020
Teaching assistants are not always utilised effectively in mathematics classrooms. Moreover, there is limited research examining instructional models that might more meaningfully incorporate teaching assistants into the teaching and learning of mathematics. To address this gap in the literature, the current study explored three distinct…
Descriptors: Numeracy, Program Effectiveness, Tutors, Intervention
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Russo, James A.; Russo, Toby – International Electronic Journal of Mathematics Education, 2019
Building on recent research into the importance of positive teacher emotions for student learning experiences, the current study involved five upper primary teachers at a Victorian government school developing inquiry mathematics units built around topic areas of personal interest or passion. Respective students (n=88) elected to participate in…
Descriptors: Inquiry, Learning Experience, Public Schools, Foreign Countries