Access to Differentiated Math Curricula: How Do Teachers Respond?

• In Event: Advanced Curriculum and Classroom Practice Effects on Learners and Teachers

Abstract

Modern classrooms are comprised of a dynamic population of students with varying abilities who require curricular adaptations for continuous learning growth. This study helped third grade teachers provide academic stimulation and rigor for all students through differentiated math curricula in algebra, geometry and measurement, and graphing and data analysis. A key component was the coordination of pre-assessments with tiered investigations throughout the units. This prompted educators to become aware of learning differences in their classroom and provide appropriate lessons for each group. Qualitative analyses of onsite observations of treatment and control classes, treatment teacher focus groups and logs, and administrator interviews revealed the treatment teachers’ successful use of pre-assessments and grouping practices to accommodate students in their academically diverse classrooms.

Authors

• Lisa DaVia Rubenstein, Ball State University

• Cindy Marie Massicotte, University of Connecticut

• Micah Nicole Bruce-Davis, University of Connecticut

• Elizabeth Jean Gubbins, University of Connecticut

• Shawn R. Cherry, University of Connecticut

• Jamie Garner, University of Connecticut

• Jennifer Savino, University of Connecticut

• Shelbi Cole, Connecticut State Department of Education

• Rachel McAnallen, University of Connecticut