The Effect of Differentiated, Guided Math Instruction on Student Achievement and Student Engagement

Date of Award

Spring 5-17-2019

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in Curriculum & Instruction

Department

Graduate Studies

Committee Chair

Erin Gillett

Abstract

A strong grasp of mathematics is extremely important for today’s 21st century learners. Math instruction needs to be differentiated and student-driven. All students deserve an equitable education. Differentiating math instruction and providing small, flexible-group instruction to students allows educators to better meet the needs of the diverse learners in their classrooms. The use of differentiated instruction and guided math groups may increase student achievement on state standards and close curriculum gaps. Such instructional strategies may also increase the level of student engagement during the math instructional time. The purpose of this research was to analyze the effects of differentiated, guided math instruction versus more traditional, whole-group instruction on student achievement and student engagement.

Abstract only: No full text available.

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