Mathematics Instruction Shaping Diverse Student Mathematics Learning: A Critical Literature Review

• In Event: Division C Section 1C: Equity Topics in Mathematics Education

Abstract

Mathematics teaching needs to support mathematics learning of diverse students through the lenses of grouping for teaching, differentiated instruction, and culturally responsive teaching. However, research on the influences of mathematics teaching on diverse students' mathematics learning following each lens has not been systematically and appropriately synthesized. This review study addresses this need by searching and reviewing the relevant literature. It contributes to the overall understanding of how mathematics teachers use and develop different mathematics instruction following each of the three perspectives and discusses the implication of this understanding for policymakers and teachers. It also identifies the limitations and points out the further research relevant to this understanding.

Authors

• Jian Wang, Texas Tech University

• Jasmine Torain, Austin Independent School District