Exploring a Framework for Mixed-Ability Mathematics Classrooms: An Adapted Differentiated Instruction Model

• In Event: AERA Roundtable Session Sunday 7:45 am - Gold 2
  In Roundtable Session: Addressing Challenges in Students' Learning of Mathematics

Abstract

This study proposes an adapted model for early secondary mathematics from Tomilinson's (1999) differentiated instruction model based on detracked (mixed-ability) classrooms. Drawing from interviews across the largest school board in the country, the paper identifies successful strategies that have been represented by other popularized works of Small (2020), Liljedahl (2016), and Seda and Brown (2021). Examples of these practices include visibly randomized grouping, parallel and tiered tasks, and small group instruction. The findings inform our adapted framework for differentiated instruction, expanding the incorporation of real-time assessment, culturally responsive pedagogy, and equitable classroom structures. Our model offers practical guidance for secondary mathematics teachers and contributes to teacher education by aligning foundational differentiation theory with current, inclusive mathematics teaching practices.

Authors

• Olivia Lu, University of Toronto

• Sofia Ferreyro Mazieres, Wilfrid Laurier University

• Douglas E. McDougall, University of Toronto - OISE