Action Research on Differentiated Instruction for Effective Teaching in Mathematics for M.Ed. Thesis, Kathmandu University

1. Presented by:
Rabi Maharjan
School of Education
Kathmandu University

2. CHAPTER-1
(Background)
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• My experiences as a Mathematics Teacher.
difficulties that I faced.
• Mathematics classroom becoming
increasingly diverse, teaching and learning
strategies that cater
for a variety of
learning profile.
• Every learner is
unique and they
have their
own style of learning things.

3. Background (Contd.)
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 Mathematics learning lacks the connection to our daily
life, fun, engaging,
 Rethinking of the strategies, learning style, teaching
methods, assessment, curriculum approaches etc.
 Differentiation can be defined as a way of teaching in
which teachers proactively modify curriculum, teaching
methods, resources, learning activities, and student
products to address the needs of individual students to
maximize the learning opportunity for each student in
the classroom (Tomlinson et.al. 2000)

4. Problem Statement
• Low average marks among the
subjects. NASA: A. Marks is 35 in
class 8.
• Meeting individual needs
/Addressing Differences.
• Ability based
Instructional
strategies
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5. Purpose Statement
• The purpose of my research is:
To improve my teaching quality.
To determine how the differentiated
instructions affects students’ achievement in
a mathematics classroom.
To help students to learn
mathematics effectively
with differentiation
instruction.
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Research Question
• How can differentiated instructions help
in teaching in secondary level
mathematics?
1. How can I use differentiated instructions to
teach effectively secondary level mathematics?
2. How do differentiated instructions
help students to improve their
learning in mathematics?
Subsidiary Questions:

7. Significance of the Study
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1. This study will be important to me as a mathematics
teacher. And also, other mathematics teacher and
students will also get advantages from it.
2. It will be beneficial for the
educational policy maker, syllabus
designers, text book writers and
instructors.
3. It helps the teacher to develop an
effective instruction planning.
4. It helps the teacher to know the differentiated
teaching and learning strategies.

8. Delimitation
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1. My research is limited in public schools
and only in secondary level.
2. It deals with learner-centered methods
and collaborative learning approach.
3. It considers the theory of individuals
differences, multiple intelligences.

9. CHAPTER-2
(Literature Review)
Thematic Review
Individual Differences
Equality Vs. Equity
Ways of knowing/Learning
styles or modes
Skill Ability Groups
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CHAPTER-2
(Literature Review)
Theoretical Review
 The Theory of Multiple Intelligences
(Howard Gardner) : Visual, Musical,
Kinesthetic, Linguistic etc.
 The Theory of Differentiation

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CHAPTER-2
(Literature Review)
Empirical Review
 Bondley, Dominique (2011) conducted a
research on “How will Differentiated
Instruction affect Student Learning”.
 Kirkey, Terri Lynn (2014) reported an
action research on “Differentiated
instruction and enrichment
opportunities: An action research
report”.

12. Research Gap
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• Though most of the literatures that I have
gone through have connection to my
research, I could not
find any research that
has conducted in eastern
culture.
• Also I could not find any
research conducted in
secondary level mathematics teaching.

13. CHAPTER-3
(Research Methodology)
(Action Research)
 According to McNiff (2010), Action
research is a term which refers to a
practical way of looking at our own work to
check that it as you would like it to be.
 According to Creswell (2012), Action
research is used when we have any
specific educational problem or issue to
solve.
 According to Kemmis (1981), An essential
goal of action research is improving
teaching learning activities.
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Action Research Cycle
Planning
o Individual Pre-
assessments,
questionnaires, interviews.
o Videotape segment
o Choose one aspect of the
instruction.
Source: NSW Department of Education and
Training 2010

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Action Research Cycle
Acting
Source: NSW Department of Education and
Training 2010
o Duration: 3 weeks
o 1st week : as usual
classroom (without using
DI)
o 2nd week : classroom with
DI
o 3rd week : reflecting and
panning accordingly.

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Action Research Cycle
Observing
Source: NSW Department of Education and
Training 2010
o Colleague’s lessons,
o Students’ feedback,
experiences, narration
o Recorded videotape
o Specific indicators:
movement, time on task,
noise levels, interaction,
conversation and
participation

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Action Research Cycle
Reflecting
Source: NSW Department of Education and
Training 2010
o Analyze observation,
o Reflect and examine on
pre-
assessments/interviews/
experiences
o No grading & scoring on
students’ performances.
o Reflect on effectiveness.

18. Research Participants and Site
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• My research participants are grade 10
students of my school.
• There are 18 students. Out of that 8
girls and 10 boys in the class.
• The duration for implementing
differentiated instruction is 3 weeks.

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Data Collection
Tools/Procedure
Reflective Journals
Field Notes
Interviews
Video Tape
Observation Checklist/Peer Observation
Focus Group Discussion

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Data Analysis
 Writing Reflection
according to Action Plan.
 Analyze
observation/interviews

21. Ethical Consideration
• Participants and school
administration will be informed
in advance
• Students’ responses, interviews
and reflections will be kept
confidential’
• Respect of participant.
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22. Quality Standards
• Trustworthy:
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• Authenticity:

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References
 Bondley, Dominique, (2011). How will Differentiated Instruction affect
Student Learning? (A Capstone Project), Minot State University, North
Dakota.
 Murray, M. & Jorgensen, J. (2007). The differentiated math classroom:
A guide for teachers, k-8. Portsmouth, NH: Heinemann.
 Tomlinson, C. (2005). Grading and differentiation: Paradox or good
practice? Theory into practice, 44(3), 262-269.
Doi:10.1207/s15430421tip4403_11
 Barringer, Mary Dean, (2010). Schools for All Kinds of Minds, Jossy-
Bass: A Wiley Imprint.
 Brown, Diana Lawrence, (2004), Differentiated Instruction: Inclusive
Strategies for Standards-Based Learning that Benefit The Whole
Class, Dwight Schar College of Education, Ashland University

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Thank you !