Productive Struggle for All: Differentiated Instruction

Autor/inn/en	Lynch, Sararose D.; Hunt, Jessica H.; Lewis, Katherine E.
Titel	Productive Struggle for All: Differentiated Instruction
Quelle	In: Mathematics Teaching in the Middle School, 23 (2018) 4, S.194-201 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1072-0839
Schlagwörter	Secondary School Mathematics; Mathematics Instruction; Individualized Instruction; Student Needs; Disabilities; Teaching Methods; Problem Solving; Inclusion; Barriers; English Language Learners; Case Studies; Middle School Students; Difficulty Level + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Individualisierender Unterricht; Handicap; Behinderung; Teaching method; Lehrmethode; Unterrichtsmethode; Problemlösen; Inklusion; Case study; Fallstudie; Case Study; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schwierigkeitsgrad
Abstract	This article demonstrates how to consider differentiating instruction for diverse learners while maintaining the cognitive demand of a mathematics task. The authors present scenarios involving hypothetical cases of students in inclusive classrooms who engaged in productive struggle within the differentiated task. The authors specifically focus on how appropriate differentiation can provide "increased" opportunities for all students, including those with disabilities. (ERIC).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: NCTM@nctm.org; Web site: http://www.nctm.org/publications/mathematics-teaching-in-the-middle-school/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01