| Summary: | 碩士 === 國立臺北教育大學 === 課程與教學研究所 === 103 === This study aimed to explore the praxis of differentiated instruction in elementary mathematical classroom, to know the process of planning the differentiated teaching stratergies and the roles of teacher. Therefore, the study adopted case study and entered an elementary school in Taipei to reasearch Miss Q who taught in fourth grade. The data are collecting through class observing, semi-structured interviews, documents analysis. The result can be summarized that teacher reflects multiple ways to construct differentated teaching strategies and turns traditional teaching consciousness into the roles in differentaited instruction. During the differentaied instruction, teacher needs to resolve the problem including curriculum planning, time, lacks of other teachers’ help and the space of classroom. Based on the findings, the study proposes the following recommendations：1. To teachers：i. Teachers need to know differentiated instruction implications and connect to discipline knowledge. ii. Widely participate the activities that can enhance differentiated teaching knowledge and ability. 2. To future studies：i. explore the process of differentiated instuction on other learning areas and learning stages. ii. take qualitative view into the classroom, thickly interpret the process of differatied teaching.
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