Pre-Service Teacher Planning for Differentiation of Instruction in Mathematics Classrooms

Autor/inn/en	van den Kieboom, Leigh A.; Groleau, Sally V.
Titel	Pre-Service Teacher Planning for Differentiation of Instruction in Mathematics Classrooms
Quelle	In: Educational Studies in Mathematics, 111 (2022) 2, S.225-252 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (van den Kieboom, Leigh A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1007/s10649-022-10149-1
Schlagwörter	Preservice Teachers; Preservice Teacher Education; Educational Planning; Individualized Instruction; Mathematics Instruction; Student Characteristics; Lesson Plans; Cultural Background + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Bildungsplanung; Individualisierender Unterricht; Mathematics lessons; Mathematikunterricht; Lesson planning; Unterrichtsplanung
Abstract	This study investigated how 46 pre-service teachers (PSTs) planned for differentiation of instruction in mathematics. Content analysis was utilized to explore the differentiation strategies included and student characteristics considered in PST plans and how PSTs used differentiation strategies and student characteristics to differentiate lesson content, process, product, and environment. In addition, a rubric was designed and utilized to analyze the level of detail PSTs provided in their plans. Results indicated that overall, PSTs were developing in their planning for differentiation of instruction, using general terms to describe the modifications they would make to meet student needs. Moreover, results revealed that PSTs included strategies to differentiate lesson content and environment most often in their plans and frequently considered student readiness levels when planning for differentiation. Findings also revealed that PSTs need support in learning how to plan for differentiation based on student cultural backgrounds. Implications for mathematics teacher preparation are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01