The Action Research of Using Differentiated Instruction in Mathematical Area for The Sixth Grade Students

• Main Authors: LIN,HSIAO-YIN, 林曉音
• Other Authors: Hui-Hsueh Chan
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/12592501247905059810

碩士 === 國立新竹教育大學 === 教育學系碩士班 === 102 === This study aims to investigate the effects of students’ learning achievements and learning attitudes through using differentiated instruction in sixth grade mathematical area. The research was carried out from Feburary to May in 2014. A total of 29 students from an intact sixth grade class in Miaoli County were participated in the study. The qualitative data were collected by worksheet, learning log, observation notes and interviews. The quantitative data analyzed were from the achievement pre-test, achievement post–test, learning attitude pre-test and learning attitude post-test. The results of this study are summarized as following: 1. The curriculum design of differentiated instruction should take contents, procedures, environment and evaluation into integral considerations. 2. To make learning more meaningful, the procedures of differentiated instruction should be adjusted flexibly according to the learning contents. 3. The employ of differentiated instruction could enhance entire students’ learning achievements. The students in low-score group made significant progression. 4. The use of differentiated instruction could improve students’ mathematics learning attitude effectively, especially to the “influence of mathematics to personal mentality”. 5. The application of differentiated instruction improved the professional growth of the researcher. Last, suggestions to school administration, teaching and future study are also proposed according to the above findings.