Date of Award
Fall 2018
Document Type
Open Access Dissertation
Department
Educational Studies
Sub-Department
Curriculum and Instruction
First Advisor
Leigh D’Amico
Abstract
The aim of this action research study is to determine how differentiated mathematics stations effect student learning. The research question that guided this study is as follows: How does the implementation of differentiated instruction using math stations impact individual student learning progression on the Student Learning Objective (SLO) posttest, unit pretests and posttests, and end of the year state assessment?
The research question is answered through an action research study where students completed mathematics stations designed to meet the individual needs of each student. Research theorists, instructional strategies, and policies effecting education support the focus of this study on differentiated instruction. Research focused on educational theorists also provided background information on how students learn, thus aiding in the development of materials used in the mathematics stations.
The research question is answered through an action research study where students completed mathematics stations designed to meet the individual needs of each student. Research theorists, instructional strategies, and policies effecting education support the focus of this study on differentiated instruction. Research focused on educational theorists also provided background information on how students learn, thus aiding in the development of materials used in the mathematics stations.
The methodology of this action research study focused on differentiated instruction over a traditional whole group instructional model. Lessons and materials were designed and organized to provide instruction to fill gaps, to deliver grade-level instruction, and offer additional practice for students who had previously shown mastery of the skill. The researcher was involved in the daily instructional progress, allowing modifications to be made immediately when necessary.
The overall achievement of the students who participated in the action research study portrayed growth in mastery of mathematic skills.
Rights
© 2018, Dawn M Lawson
Recommended Citation
Lawson, D. M.(2018). The Impact of Differentiated Instruction on Student Accomplishment Through Mathematics Stations. (Doctoral dissertation). Retrieved from https://scholarcommons.sc.edu/etd/4982