Download full textERIC Number: ED623828
Record Type: Non-Journal
Publication Date: 2022
Pages: 5
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
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Differentiating Mathematics Instruction through Sequences of Challenging Tasks in the Early Primary Years. Mathematical Sequences of Connected, Cumulative and Challenging Tasks in the Early Years. [Symposium]
Russo, James; Hubbard, Jane
Mathematics Education Research Group of Australasia, Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (44th, Launceston, Tasmania, Australia, Jul 3-7, 2022)
We report on questionnaire data gathered from teacher participants (n = 100) following their participation in the project, Exploring Mathematical Sequences of Connected, Cumulative and Challenging Tasks. Teachers shared their views about the effectiveness of various instructional approaches to support differentiation in mathematics, including those illuminated through the project, and a description of a lesson involving effective differentiation.
Descriptors: Individualized Instruction, Mathematics Instruction, Instructional Effectiveness, Mathematics Teachers, Teacher Attitudes, Elementary School Teachers, Elementary School Mathematics, Teaching Methods, Foreign Countries
Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Mathematics Education Research Group of Australasia (MERGA)
Identifiers - Location: Australia
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Author Affiliations: N/A
