Differentiated Instruction in Teaching Mathematics among Multigrade Classes

Abstract

INTRODUCTION

The differences between pupils' mathematical levels are one of the most significant problems among multigrade classes. The fact that they are dealing with two or more grade levels, pupils differ in many ways, some differences will be cognitive, learning style and preferences. The need to improve the math skills of pupils, the increasing demands for activities to facilitate the task of the teacher in a classroom, and the need for differentiation in teaching mathematics have challenged the researcher to come up with the study.

METHODS

The study utilized the descriptive research design with eighty-seven (87) multigrade teachers from Area I to IV in the Division of Batangas as the respondents and used a researchers-made questionnaire to gather the needed information on the use of differentiated instruction (DI) in teaching mathematics. It was the most appropriate design for this study since this research involved the collection and interpretation of various data.

RESULTS

The multigrade teachers evidently implemented differentiated instruction in mathematics through varying the activities pupils use to master the concepts or skills (readiness, interests, learning profile). Some of the strategies used in DI are Interest groups, tool variation, tiered activities, independent study, entry point, learning contracts, cubing, small group instruction, and simulation/games. This was evidently showed that differentiated instruction had a positive effect on pupils' performance. The proposed instructional intervention materials intended to enhance pupils' learning in mathematics are designed to make them gain greater interest in the subject.

DISCUSSIONS

Differentiated instruction is an instructional strategy that recognizes and supports individual differences in learning. Being able to identify the various learning styles of pupils and teaching them with an informed awareness of those differences can assist pupils to achieve a better academic result and improve their attitudes towards learning. However, it was greatly suggested that teachers using differentiated instruction should first administer a learning style inventory to their pupils before implementing differentiated instruction, this will provide the teacher with the necessary information on how to differentiate lessons according to the choice and interest of the pupils.