RUNNING HEAD: DIFFERENTIATION ARTICLE SUMMARY

Differentiation Article Summary

Jessica Stec
November 8, 2014
In partial fulfillment for EDUC 531
Concordia University

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Differentiation is a popular topic in classrooms everywhere.
Mathematics classrooms definitely recognize the need for
differentiation in that all students come in with varying levels of
knowledge and understanding. The article Differentiation of teaching
and learning mathematics: an action research study in tertiary
education examines and implements differentiation in a first year
calculus class at a university in Cyprus.
Katzi, Tsolaki, Mavrotheris, and Koutselini state, In all
educational levels, educators face a common problem in their
classrooms: Teachers teach but students do not learn (p. 332). The
idea behind this statement is the different levels students are at are
not met by the teacher teaching one way all the time, and the teacher
doing the problems without the students becoming actively involved in
their learning. This study recognized this, and implemented
differentiated instruction in a mathematics classroom with different
levels of knowledge, and looked at pre and post assessment scores,
and also student surveys. The results showed that differentiated
instruction benefited the students from beginning of the course to the
end with a majority of the students improving, and their attitudes
towards mathematics and the differentiated style of instruction was
favored over typical one style type teaching.
Katzi et al mentions, Differentiated instruction emphasizes the
importance of enquiry and exploration, and collaboration and

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reflection, as a process of knowledge construction (p. 333). The study
consisted of following this idea using a learner-centered approach,
providing students opportunities for interaction and collaboration. The
teacher did not just teach daily, yet the students were actively
involved in constructing their own knowledge through activities, group
work, and discussions. The research team prepared activities of
differentiated instruction before each class session to facilitate the
experiment. Each session followed a the format of working individually
at first, then collaboratively, and then move forward with more
challenging content as a group. The teacher would begin teaching new
concepts following the Socratic method of instruction. Then move
towards providing students with learning activities that they would
work together in groups on, to discover the new knowledge.
As a result of the differentiated instruction, all but 3 students
improved from pre to post assessment. In addition, students
completed surveys that reflected their attitudes based on the use of
differentiated instruction. As Katzi et al comments, Most of the
students pointed out that the course did have a positive impact on
their attitudes towards mathematics (p. 342). Students were able to
learn at their own pace and work through problems together, instead
of the teacher just attempting a transfer of knowledge each session.
In conclusion, differentiated instruction in the mathematics
classroom has benefits that can be recognized both cognitively and

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mentally. Students improved in both knowledge and attitude due to
the experiment. Differentiated instruction is applicable in mathematics
classrooms.

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References
Konstantinou-Katzi, P., Tsolaki, E., Meletiou-Mavrotheris, M., &
Koutselini, M.
(2013). Differentiation of teaching and learning mathematics: an
action
research study in tertiary education. International Journal of
Mathematical
Education in Science & Technology, 44(3), 332-349.