The Study of Differentiated Instruction Effect on Mathematical Curriculum for Fourth-grade Students—An Example of an Elementary School in Pingtung

• Main Authors: CHEN, WEI-TUNG, 陳為彤
• Other Authors: LEE, YA-TING
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/b26tna

碩士 === 國立屏東大學 === 教育學系碩士班 === 107 === 　　The purpose is to explore the Differentiated Instruction of math classes for fourth-grade primary school students. The participants in this study are the fourth-grade primary school students in Pingtung County. The Experimental Course has been conducted and last for six-weeks, thirty classes in whole.The researcher, as a teacher, design the Differentiated Instruction to ask participants to conduct group discussions, do learning sheets, competitions and games, and publish achievements. Through the before and after learning sheets, feedback and interviews from students, and the observation records and reflection from teacher, to explore the effect of mathematics differentiated instruction on student achievement. Analysis of quality and quantitative results, the results of study show that: 1. The mathematics Differentiated Instruction includes “Instruction Design Concept”, “Course Content”, “Curriculum Structure”, “Curriculum Organization”, “Curriculum Evaluation” and “Curriculum Reflection”. 2.The difficulties of mathematics Differentiated Instruction are “Time management”, ”Paying attention to each student”, “Individual Differences”, and ” grouping”. 3. Differentiated Instruction helps students to upturn their academic performance. 4. Differentiated Instruction has been an increase of statistical chart course and fractions course. 5. Differentiated Instruction promotes the positive learning attitude of students. 6. Students are positive about Differentiated Instruction. 7. Differentiated Instruction takes positive improvement towards teachers’ specialized ability. According to the results, there are recommendations for teaching research: 1. To frontline educators: (1) The teacher’s teaching professional ability is further improved. (2) To combine multiple teaching with Differentiated Instruction. (3) Cooperating with each teacher to establish teaching connection. 2.To researchers: (1) The differentiated instruction designed according to student’s learning style. (2) To develop multiple research instruments.