| Summary: | 碩士 === 明道大學 === 課程與教學研究所 === 105 === The study aimed to explore the praxis of differentiated instruction in a mathematical classroom, to know if the implementation changed students’ mathematical academic achievement and mathematics achievement task value in the eighth grade students. The study analyzed the effects on participants with different learning competent, and it is quasi-experimental. In this research, the reflection and modification were preceded. The participants were 105 eighth grade students in a private junior high school in northern part of Taiwan. Study duration was 8 weeks with 7 sections per week. Quantitative research was the main method and qualitative method was also applied. Quantitative data included achievement tests achievements, mathematics achievement task value scale and participants’ interviews. The research showed: 1. The implementation of differentiated instruction can obviously promote the effect of mathematical academic achievement for students. 2. The implementation of differentiated instruction cannot obviously promote the effect of Mathematical Task Values for students. 3. Those who with high-achievement had excessive care about the grades and ignored self-promotion. 4. Those who with moderate-achievement felt taken care of. 5. Those who with low-achievement got the joy of accomplishment while the grouping frustrated them.6. Homogeneous grouping did not always work in class. Sometimes, grouping students with different learning abilities and habits together was not effective. Applying homogeneous and heterogeneous grouping simultaneously was the best strategy.7.The implementation of differentiated instruction would increase the teacher 's lesson preparation time. Base on the findings, the study proposes the following recommendations: 1. To educational policy developer: (1) To facilitate the workshops or seminar on differentiated instruction. (2) To construct the teaching resource pages on the Internet. 2. To teachers: (1) To discipline students before class and encourage them when someone was doing wrong. (2) To arrange discussing section for students with same capability. (3) To combine application of mathematics with daily life and let students understand the value of learning mathematics. 3. To further study: (1) To group the students into different learning styles. (2) To apply to other grade of students or learning units. (3) To apply to different field other than schools.
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