Vol. 23 No. 3 (2021): Special Issue: Differentiating Instruction in Mathematics

Published: 2021-08-13

Editorial

Editorial: Differentiating Instruction in Mathematics

James Anthony Russo, Janette Bobis, Peter Sullivan
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Special Issue Article

Differentiated Instruction to Teach Mathematics: Through the Lens of Responsive Teaching

Leah Herner-Patnode, Hea-Jin Lee
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Adaptive Tasks as a Differentiation Strategy in the Mathematics Classroom: Features from Research and Teachers’ Views

Thomas Bardy, Lars Holzaepfel, Timo Leuders
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“UDL is the What, Design Thinking is the How:” Designing for Differentiation in Mathematics

Rachel Lambert, Kara Imm, Rachel Schuck, Sunghee Choi, Avery McNiff
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Task Design for Differentiated Instruction in Mixed-ability Mathematics Classrooms: Manifestations of Contradictions in a Professional Learning Community

Elisabet Mellroth, Andreas Bergwall, Per Nilsson
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Shifting Teacher Practices in Relation to Grouping: Gap Gazing or Strengths Focused Approaches

Louise Fitzgerald, Jodie Hunter, Roberta Hunter
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Field-Based Perspectives on Enacting Alternatives to Ability Grouping in Elementary Mathematics Instruction

Corey M Webel, Brendan Dames, Jennifer Woldruff, Leah Lindaman, Katherine Daugherty, Jennifer Brown
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Developing Assessments for Students with Intellectual Disability to Support Differentiation

Sarah Hopkins, Richard O'Donovan
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Self-study of a Mathematics Learning Consultant: Supporting Teachers to Plan Lessons for Implementing Differentiation in the Classroom

Jane Hubbard, Sharyn Livy
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Differentiation from an Advanced Standpoint: Outcomes of Mathematics Teachers’ Action Research Studies Aimed at Raising Attainment

Alf Coles, Laurinda Brown
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Differentiating Mathematics Instruction in Remote Learning Environments: Exploring Teachers’ Challenges and Supports

Scott A. Courtney
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Differentiating Instruction for Students Who Fail to Thrive in Mathematics: The Impact of a Constructivist-based Intervention Approach

Ann Gervasoni, Anne Roche, Ann Downton
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