Date of Award
Open Access Dissertation
Instruction and Teacher Education
College of Education
The purpose of this action research study was to evaluate the relationship between two third grade mathematics classroom; one with differentiated pedagogy and other with traditional pedagogy. To fulfill these purposes, the study tested the hypothesis utilizing an independent t-test. The t-test was used to identify statistical differences among variables. The participant-researcher utilized a differentiated mathematics instructional strategy of small group instruction, collaborative group instruction, and online instruction with one classroom and traditional lecture style pedagogy with the other classroom over a five week period in preparation for a Post-Assessment. Quantitative data included Mathematics Pre- and Post-Test scores which were given to students to gage their mathematical problem solving abilities before and after the comparison study.
Cannon, M. A.(2017). Differentiated Mathematics Instruction: An Action Research Study. (Doctoral dissertation). Retrieved from https://scholarcommons.sc.edu/etd/4222