Prototype practice framework for differentiated instruction in secondary mathematics¶

Element · All elements
Evidence · 5 claims (4 for, 1 mixed) · 1 study (1 design), q2 · 0 of 1 report an effect size · 5 claims rest on one study

Description¶

The article presents a prototype practice framework developed within a broader study in regional Australia to assist secondary mathematics teachers in developing and implementing strategies for differentiated instruction. The article states it presents "a novel approach, built around a prototype practice framework, that should enable mathematics teachers, regardless of teaching experience, to progress on a continuum of practice, leading to differentiated instruction that is integral to their teaching." The framework is designed to explain the theoretical basis of differentiation relevant to classroom practice and to examine ways of implementing it, engaging boundary conditions from the REACH blueprint and generative dialogue guiding questions, with implementation via collaboration, co-creation and iterative DBIR processes.

Design Implications¶

Context¶

Requirements¶

• Teachers participate actively in research, design and implementation, trialling and evaluating practices in their own school context
• Collaboration and co-creation so teacher knowledge develops on an in-school basis

Constraints¶

• The framework is a prototype whose use would support teachers; it is presented as part of an ongoing project rather than a validated finished product

Target Learners¶

• secondary mathematics teachers in mixed-ability classrooms in regional Australia

Target Learning Goals¶

• bridging the theory-practice gap in differentiated instruction; improving teacher confidence, competence and efficacy in differentiating mathematics instruction

Affordances¶

• Dbir Approach Differentiated Instruction

Claims¶

• Sporadic, disconnected professional learning does not change practice long term, whereas well-structured programs can build differentiation skills with positive student outcomes [+W]
• Teacher efficacy underpins the ability to differentiate instruction effectively, with efficacy dependent on pedagogical content knowledge [+W]
• A practice-framework article reports, citing Boaler and Staples (2008), that students in heterogeneous mathematics classrooms learn more, enjoy mathematics more and reach higher understanding than in streamed settings [+W]
• A practice-framework article, quoting Johnston and Wildy (2016), reports that the literature generally finds attainment grouping (streaming) harms learning outcomes, while noting the research is contested [+W]
• Effective implementation of formative assessment is hindered by its complexity, summative-assessment pressure, and teachers' negative early experiences [~W]

Related Elements¶

• Reach Differentiation Practice Framework

Examples¶

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Key Sources¶

• Marks, A., Woolcott, G., & Markopoulos, C. (2021). Differentiating Instruction: Development of a Practice Framework for and with Secondary Mathematics Classroom Teachers. International Electronic Journal of Mathematics Education, 16(3), em0657. https://doi.org/10.29333/iejme/11198