# Differentiating Instruction in Mathematics

## Keywords:

differentiation, ability grouping, inclusion, mixed grouping## References

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Bobis, J., Downton, A., Hughes, S., Livy, S., McCormick, M., Russo, J., & Sullivan, P. (2019). Changing teacher practices while teaching with challenging tasks. In H. V. M. Graven, A. Essien, P. Vale (Ed.), Proceedings of 43rd Psychology of Mathematics Education Conference (Vol. 2, pp. 105-112). Pretoria, South Africa.

Bobis, J., Russo, J., Downton, A., Feng, M., Livy, S., McCormick, M., & Sullivan, P. (2021). Instructional Moves that increase chances of engaging all students in learning mathematics. Mathematics, 9. https://doi.org/10.3390/math9060582

Coles, A., & Brown, L. (2021). Differentiation from an advanced standpoint: Outcomes of mathematics teachers’ action research studies aimed at raising attainment. Mathematics Teacher Education and Development, 23(3), 166-181.

Courtney, S. (2021). Differentiating mathematics instruction in remote learning environments: Exploring teachers’ challenges and supports. Mathematics Teacher Education and Development, 23(3), 182-206.

Fitzgerald, L., Hunter, J., & Hunter, R. (2021). Shifting teacher practices in relation to grouping: Gap gazing or strengths focused approaches. Mathematics Teacher Education and Development, 23(3), 97-110.

Gervasoni, A., & Lindenskov, L. (2011). Students with ‘special rights’ for mathematics education. In B. Atweh, M. Graven, W. Secada, & P. Valero (Eds.), Mapping equity and quality in mathematics education (pp. 307-323). Springer.

Gervasoni, A., Roche, A., & Downton, A. (2021). Differentiating instruction for students who fail to thrive in mathematics: The impact of a constructivist-based intervention approach. Mathematics Teacher Education and Development, 23(3), 207-233.

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Hopkins, S., & O'Donovan, R. (2021). Developing assessments for students with intellectual disability to support differentiation. Mathematics Teacher Education and Development, 23(3), 132-147.

Hubbard, J., & Livy, S. (2021). Self-study of a mathematics learning consultant: Supporting teachers to plan lessons for implementing differentiation in the classroom. Mathematics Teacher Education and Development, 23(3), 148-165.

Lambert, R., Imm, K., Schuck, R., Choi, S., & McNiff, A. (2021). “UDL is the what, design thinking is the how:” Designing for Differentiation in Mathematics. Mathematics Teacher Education and Development, 23(3), 54-77.

Mellroth, E., Bergwall, A., & Nilsson, P. (2021). Task design for differentiated instruction in mixed-ability mathematics classrooms: Manifestations of contradictions in a professional learning community. Mathematics Teacher Education and Development, 23(3), 78-96.

Russo, J., Bobis, J., Downton, A., Hughes, S., Livy, S., McCormick, M., & Sullivan, P. (2020). Elementary teachers’ beliefs on the role of struggle in the mathematics classroom. The Journal of Mathematical Behavior. https://doi.org/10.1016/j.jmathb.2020.100774

Shernoff, E. S., Mehta, T. G., Atkins, M. S., Torf, R., & Spencer, J. (2011). A qualitative study of the sources and impact of stress among urban teachers. School Mental Health, 3(2), 59-69. https://doi.org/10.1007/s12310-011-9051-z

Sullivan, P., Bobis, J., Downton, A., Feng, M., Hughes, S., Livy, S., McCormick, M, & Russo, J. (2020). Threats and opportunities in remote learning of mathematics: Implication for the return to the classroom. Mathematics Education Research Journal, 32(3), 551-559. https://doi.org/10.1007/s13394-020-00339-6

Sullivan, P., Mousley, J., & Jorgensen, R. (2009). Tasks and pedagogies that facilitate mathematical problem solving. In B. Kaur, Y. B. Har & M. Kapur (Eds.), Mathematical problem solving: Yearbook 2009 (pp. 17–42). World Scientific Publishing. https://doi.org/10.1142/9789814277228_0002

Webel, C., Dames, B., Woldruff, J., Lindaman, L., Daugherty, K., & Brown, J. (2021). Field-based perspectives on Enacting Alternatives to ability grouping in elementary mathematics instruction. Mathematics Teacher Education and Development, 23(3), 111-131.