Using Open Questions for Differentiating Instruction in Mathematics Classrooms in Middle School (Poster 47)

• In Event: AERA Poster Session Saturday 8:00 a.m.
  In Poster Session: Teachers' Knowledge and Teaching Practices in Mathematics

Abstract

This mixed-method study aims to investigate the effectiveness of a Differentiated Instruction (DI) strategy, which is using open questions to facilitate DI in large mathematics classrooms. Middle school classes in China were placed into two groups. The experimental group were provided with differentiated instruction strategies and their assessments were analyzed along with the control group assessments. Some preliminary findings are presented, which include two frameworks for regular classroom teaching, one framework for PBL event by means of a specific lesson, and some points of view based on the analysis on the lesson video, classroom observation and student interview about these DI practices.

Authors

• Chunmei Zheng, TaiPing Middle School

• Douglas E. McDougall, University of Toronto - OISE