Differentiated Homework Menus and Student Achievement in Math Fluency

Date of Award

Spring 5-15-2020

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in Curriculum & Instruction


Graduate Studies

Committee Chair

Renee Harmon


math fluency, differentiation, differentiated instruction, homework, mathematical foundational skills, equity



This study took the practice of differentiated instruction in the classroom and applied it to the area of homework practice. Within the 3rd grade classroom setting, students were at different achievement and readiness abilities; below, at, or above grade level expectations. Differentiated instruction was one way to meet individual students’ needs at their levels. By implementing differentiated instruction via a homework menu consisting of multi-ability activities, students’ individual learning needs were better met both in and out of the classroom.

The math homework menu included activities that were based in foundational skills and extended into problem solving strategies. Student engagement data was compiled using the total and average number of practiced items from the homework menu. Data on the efficiency and progression of the students’ foundational skills and math fluency strategies was collected using weekly progress monitoring on skip counting and an online program, Dreambox Learning. Quantitative data was also collected from students and parents/guardians on the factors of time, support, and rigor of homework through short surveys using the district’s survey tool, Survey Monkey. Further study would be needed to solidify whether providing a math homework menu based on differentiation directly lead to students’ success. However, it was a classroom practice that received positive feedback from both students and parents and overall had good participation.

Abstract only: No full text available.