{"id":338,"date":"2017-11-15T13:32:26","date_gmt":"2017-11-15T06:32:26","guid":{"rendered":"http:\/\/localhost:8082\/wp477\/?page_id=338"},"modified":"2023-07-26T15:53:56","modified_gmt":"2023-07-26T08:53:56","slug":"differentiated-instruction-in-mathematics-education","status":"publish","type":"page","link":"https:\/\/www.qitepinmath.org\/en\/programmes\/regular-courses\/differentiated-instruction-in-mathematics-education\/","title":{"rendered":"Differentiated Instruction in Mathematics Education"},"content":{"rendered":"

Overview<\/h2>\n

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.<\/span><\/p>\n

In order to support teachers in designing differentiated mathematics instruction, SEAQiM has created this course which aims to improve teachers\u2019 ability to design mathematics teaching and learning materials that can nurture the students\u2019 positive attitudes toward mathematics.<\/span><\/p>\n

Objectives<\/strong><\/h2>\n

At the end of the course, participants should be able to:<\/span><\/p>\n

    \n
  1. Explain the concept and principle of differentiated instructions;<\/span><\/li>\n
  2. Identify the strategies for differentiating in mathematics classroom;<\/span><\/li>\n
  3. Develop and implement the differentiated instruction in the mathematics classroom.<\/span><\/li>\n<\/ol>\n

    Course Contents<\/strong><\/h2>\n
      \n
    1. Introduction to SEAMEO<\/span><\/li>\n
    2. Current Issues and Trends in Mathematics Education<\/span><\/li>\n
    3. Concept of Differentiated Instruction\u00a0\u00a0<\/span><\/li>\n
    4. Strategies for Differentiating Content in Mathematics Classroom\u00a0<\/span><\/li>\n
    5. Strategies for Differentiating Process in Mathematics Classroom\u00a0<\/span><\/li>\n
    6. Strategies for Differentiating Product in Mathematics Classroom\u00a0<\/span><\/li>\n
    7. Learner Differences\u00a0<\/span><\/li>\n
    8. Reflection on Mathematics Teaching Practices\u00a0<\/span><\/li>\n
    9. Inclusive Teaching in Mathematics Classroom\u00a0<\/span><\/li>\n
    10. Examples of Differentiated Instruction in Mathematics Classroom\u00a0<\/span><\/li>\n
    11. Assessment in Differentiated Instruction\u00a0<\/span><\/li>\n
    12. The Use of ICT for Differentiated Instruction\u00a0<\/span><\/li>\n
    13. Hypothetical Learning Trajectory (HLT)\u00a0<\/span><\/li>\n
    14. Problem Solving\u00a0<\/span><\/li>\n
    15. Mathematical Thinking\u00a0<\/span><\/li>\n
    16. Mathematics and Games\u00a0\u00a0<\/span><\/li>\n
    17. STEM for Mathematics Learning\u00a0\u00a0<\/span><\/li>\n
    18. Developing Lesson Plan\u00a0<\/span><\/li>\n
    19. Peer-teaching\u00a0<\/span><\/li>\n
    20. Real-teaching\u00a0\u00a0<\/span><\/li>\n
    21. Reflection\u00a0\u00a0<\/span><\/li>\n
    22. Writing Group Report\u00a0<\/span><\/li>\n
    23. Pre- and Post-test\u00a0<\/span><\/li>\n
    24. Designing Individual Action Plan\u00a0<\/span><\/li>\n<\/ol>\n

      Facilitators<\/strong><\/h2>\n

      Course facilitators are specialists and experts from SEAQiM, national or international educational institutions, as well as reputable universities in Indonesia and abroad.<\/span><\/p>\n

      Participants<\/strong><\/h2>\n

      Participants of the course are 30 mathematics teachers selected from SEAMEO Member Countries.<\/span><\/p>\n

      Duration<\/strong><\/h2>\n

      The course runs for 100 hours @45 minutes. The activities during the course comprises both theories and practices.<\/span><\/p>\n

       <\/p>\n","protected":false},"excerpt":{"rendered":"

      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 […]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":106,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"templates\/template-full.php","meta":{"_expiration-date-status":"","_expiration-date":0,"_expiration-date-type":"","_expiration-date-categories":[],"_expiration-date-options":[]},"yoast_head":"\nDifferentiated Instruction in Mathematics Education<\/title>\n<meta name=\"description\" content=\"Differentiated instruction is a teaching theory based on the premise that instructional approaches should vary and be adapted in relation to individual and diverse students in classrooms.\" \/>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.qitepinmath.org\/en\/programmes\/regular-courses\/differentiated-instruction-in-mathematics-education\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta 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