The Action Research of Applying Differentiated Instruction into Mathematics for 8th Graders

• Main Authors: TIEN, HSIAO-FEN, 田曉芬
• Other Authors: LU, WEN-HUI
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/kn8qjt

碩士 === 靜宜大學 === 教育研究所 === 106 === The study aimed to investigate the effects of differentiated instruction in math classes at junior high school. The researcher designed a series of lessons based on the principles of differentiated instruction through collaborative lesson planning. Through action research, the purpose was to explore the practice of differentiated instruction in math clsses of junior high and analyzed the performaces of the target students in math learning. The research started from September, 2016 to June, 2017. There were 29 eighth graders at a junior high school in Taichung City participating in this study. The researher collected and analyzed the students’worksheets, feedback questionnaire, interviews, the mathematical calculation, the instructor’s anecdotal records and reflection journals, and the videotapes. To explore the effects on mathematics learning, the researcher analyzed the qualitative data such as the peer records and discussions in learning community, and uantitative data such as the exam scores of the latest four semesters.   The conclusions are as follows: 1. The course design of differentiated instruction combines of four aspects, including the concept, process, product, and affect environment. The variety of strategies can help the students adapt their learning. 2. Differentiated instruction reduces the education divide, especially the progress for the lower achievers. The mathmatics learning motivations of the target students of all achievement levels rised up after this method. 3. The practice of differentiated instruction promotes the researcher’s professsional growth. The researcher provides the suggestions for school administrator, teachers and future studies based on the conclusions.