International Electronic Journal of Mathematics Education

The Potential of Prospective Teachers Experiencing Differentiated Instruction in a Mathematics Course
  • Article Type: Research Article
  • International Electronic Journal of Mathematics Education, 2011 - Volume 6 Issue 3, pp. 134-156
  • Published Online: 12 Dec 2011
  • Article Views: 528 | Article Download: 805
  • Open Access Full Text (PDF)
AMA 10th edition
In-text citation: (1), (2), (3), etc.
Reference: Chamberlin MT. The Potential of Prospective Teachers Experiencing Differentiated Instruction in a Mathematics Course. Int Elect J Math Ed. 2011;6(3), 134-156.
APA 6th edition
In-text citation: (Chamberlin, 2011)
Reference: Chamberlin, M. T. (2011). The Potential of Prospective Teachers Experiencing Differentiated Instruction in a Mathematics Course. International Electronic Journal of Mathematics Education, 6(3), 134-156.
Chicago
In-text citation: (Chamberlin, 2011)
Reference: Chamberlin, Michelle T.. "The Potential of Prospective Teachers Experiencing Differentiated Instruction in a Mathematics Course". International Electronic Journal of Mathematics Education 2011 6 no. 3 (2011): 134-156.
Harvard
In-text citation: (Chamberlin, 2011)
Reference: Chamberlin, M. T. (2011). The Potential of Prospective Teachers Experiencing Differentiated Instruction in a Mathematics Course. International Electronic Journal of Mathematics Education, 6(3), pp. 134-156.
MLA
In-text citation: (Chamberlin, 2011)
Reference: Chamberlin, Michelle T. "The Potential of Prospective Teachers Experiencing Differentiated Instruction in a Mathematics Course". International Electronic Journal of Mathematics Education, vol. 6, no. 3, 2011, pp. 134-156.
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Chamberlin MT. The Potential of Prospective Teachers Experiencing Differentiated Instruction in a Mathematics Course. Int Elect J Math Ed. 2011;6(3):134-56.

Abstract

Differentiated instruction is a promising approach for supporting the diverse needs of students. To support prospective teachers with the challenge of implementing differentiated instruction in their future instruction and to meet their diverse needs as college students, we decided to incorporate differentiated instruction in our mathematics content course for them. The specific objective of this study was then to examine how the prospective elementary teachers experienced differentiated instruction in the mathematics content course, whether it met their varying instructional needs, and how it may impact their future mathematics teaching. Qualitative and quantitative analyses revealed that the prospective teachers found the differentiated instruction supportive of their diverse needs and that they plan to incorporate similar features in their future instruction. However, the prospective teachers' comments did reveal additional aspects about differentiated instruction to learn and strengthen. Suggestions for revising the mathematics content course and enhancing the differentiated instruction are provided along with directions for further research.

References

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License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.