Differentiated Instruction in Mathematics Education

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Overview

In every classroom, students differ in various ways. Some differences may be cognitive, for instance, their prerequisite knowledge; some differences may be about the learning style for instance whether students learn best through auditory, visual or kinesthetic approaches. Other differences may be more about preferences, such as personal interest. To be able to provide effective mathematics learning that gives opportunities to all students to learn, teachers need the ability to design teaching strategies that accommodate diverse students. Differences among students can be catered for with differentiated instruction.

In order to support teachers in designing differentiated mathematics instruction, SEAQiM has created this course which aims to improve teachers’ ability to design mathematics teaching and learning materials that can nurture the students’ positive attitudes toward mathematics.

Objectives

At the end of the course, participants should be able to:

  1. Explain the concept and principle of differentiated instructions;
  2. Identify the strategies for differentiating in mathematics classroom;
  3. Develop and implement the differentiated instruction in the mathematics classroom.

Course Contents

  1. Introduction to SEAMEO
  2. Current Issues and Trends in Mathematics Education
  3. Concept of Differentiated Instruction  
  4. Strategies for Differentiating Content in Mathematics Classroom 
  5. Strategies for Differentiating Process in Mathematics Classroom 
  6. Strategies for Differentiating Product in Mathematics Classroom 
  7. Learner Differences 
  8. Reflection on Mathematics Teaching Practices 
  9. Inclusive Teaching in Mathematics Classroom 
  10. Examples of Differentiated Instruction in Mathematics Classroom 
  11. Assessment in Differentiated Instruction 
  12. The Use of ICT for Differentiated Instruction 
  13. Hypothetical Learning Trajectory (HLT) 
  14. Problem Solving 
  15. Mathematical Thinking 
  16. Mathematics and Games  
  17. STEM for Mathematics Learning  
  18. Developing Lesson Plan 
  19. Peer-teaching 
  20. Real-teaching  
  21. Reflection  
  22. Writing Group Report 
  23. Pre- and Post-test 
  24. Designing Individual Action Plan 

Facilitators

Course facilitators are specialists and experts from SEAQiM, national or international educational institutions, as well as reputable universities in Indonesia and abroad.

Participants

Participants of the course are 30 mathematics teachers selected from SEAMEO Member Countries.

Duration

The course runs for 100 hours @45 minutes. The activities during the course comprises both theories and practices.

 

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