NotesFAQContact Us
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ854842
Record Type: Journal
Publication Date: 2009
Pages: 13
Abstractor: As Provided
ISSN: ISSN-1550-1175
Multi-Age Made Me Do It: A Teacher Tackles Differentiation in Math Instruction
Kobelin, Melissa
Schools: Studies in Education, v6 n1 p10-22 Spr 2009
This article describes one teacher's efforts at creating a differentiated mathematics program in her multi-age first- and second-grade classroom. The author describes challenges encountered and successes met in this process, as well as the structures she uses to meet a variety of student abilities, including open-ended problem-solving tasks, tiered tasks, and spiraling-scaffolded tasks. Through these structures, she is able to offer students opportunities for problem-solving, development of fact fluency, and direct instruction in algorithms. Although the author acknowledges that greater differentiation is expected in multi-age settings, she makes the case that traditional graded classrooms could and should make use of a differentiated approach, suggesting that math curriculum guides should be developed to help teachers make differentiated programs a reality.
University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Grade 1; Grade 2
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A