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Teachers Identified Challenges to Implement Differentiated Instruction in Mainstream Primary School Mathematics Classrooms

Artigo2024

Thabisile Maphumulo; Piera Biccard

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Resumo

Differentiated instruction is finding more grounding and impact in education around the world. As classroom diversity is anticipated and welcomed, teachers need to implement differentiation practices as part of their usual practices. However, this is known to be a more challenging task than first thought, with the challenges that teachers face being interrelated and complex. In this study, the researchers focus on twelve rural and peri-urban primary school mathematics teachers and two district officials, their identified challenges in implementing and practicing differentiated instruction. The research was qualitative in nature. Teachers participated in semi-structured individual interviews and focus group interviews. The researchers use the framework of differentiated instruction across content, processes, product, and environment to frame teachers' responses regarding their experiences with differentiation. Teachers indicated that challenges occurred in four broad areas: time, resources, overcrowded classrooms, and parental support, suggesting the need for further professional development in this area. The researchers recommend that differentiated instruction is not viewed as a special instance of teaching, but that all teaching take on a differentiated nature in keeping with teaching for excellence and inclusivity.

Dados da obra

Tipo
Artigo
Periódico
Unnes Journal of Mathematics Education, v. 13, n. 1
Editora
Universitas Negeri Semarang
Ano
2024
Idioma
en
Palavras-chave
Differentiated instruction; Teacher challenges with differentiation; Mathematics teaching
Temas
Formação de Professores de Matemática
DOI
10.15294/ccwb1a43
ISSN
2252-6927
Acesso
Acesso aberto
Fontes
DOAJ — Directory of Open Access Journals
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
MAPHUMULO, Thabisile; BICCARD, Piera. Teachers Identified Challenges to Implement Differentiated Instruction in Mainstream Primary School Mathematics Classrooms. Unnes Journal of Mathematics Education, v. 13, n. 1, 2024. DOI: https://doi.org/10.15294/ccwb1a43.

APA

Maphumulo, T., & Biccard, P. (2024). Teachers Identified Challenges to Implement Differentiated Instruction in Mainstream Primary School Mathematics Classrooms. Unnes Journal of Mathematics Education, 13(1). https://doi.org/10.15294/ccwb1a43

BibTeX
@article{maphumulo2024,
  author = {Maphumulo, Thabisile and Biccard, Piera},
  title = {Teachers Identified Challenges to Implement Differentiated Instruction in Mainstream Primary School Mathematics Classrooms},
  year = {2024},
  journal = {Unnes Journal of Mathematics Education},
  volume = {13},
  number = {1},
  publisher = {Universitas Negeri Semarang},
  doi = {10.15294/ccwb1a43},
  language = {en}
}
RIS
TY  - JOUR
AU  - Maphumulo, Thabisile
AU  - Biccard, Piera
TI  - Teachers Identified Challenges to Implement Differentiated Instruction in Mainstream Primary School Mathematics Classrooms
PY  - 2024
JO  - Unnes Journal of Mathematics Education
VL  - 13
IS  - 1
DO  - 10.15294/ccwb1a43
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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