Differential Learning In Mathematics Essay


¶ … conveyed in an effective manner to meet the needs of students. It is an important aspect of differentiating instruction. Students with diagnosed learning disabilities will receive an IEP designed to address their specific learning issues and deficits. Presentation, response, timing (scheduling) and setting can all be addressed in differentiation. Memory; auditory, visual, and even motor processing; attention deficits; abstract reasoning issues; and organizational problems can all cause issues for students that can be improved with differentiated instruction (Ginsberg & Dolan, 2003, p. 87). In-class assessment can take place in both in traditional formative and performance-based ways. Formative assessment is used during the learning process so the teacher can check in to see what the student has retained. This can be observational or in the form of quizzes or other graded formats. But while performance-based assessment can take the form of conventional tests there are other methods besides exams, including flexible interviews which ask students to demonstrate what they have learned, such as how to solve a problem. Students can be asked to do so either publically in a class or in a private interview. This allows the teacher to determine if the student understands why he or she is performing certain actions, versus...


While standardized tests have been much criticized, provided they are not the only way of monitoring student progress, they can provide a valuable method of ensuring that the instructional format is truly meeting student needs (Ginsberg & Dolan, 2003, p. 98). Tests also ensure that assessment is fair and balanced and not influenced by teachers' biases. Achievement tests assess student performance in specific mathematics content areas while cognitive tests assess students' ability to understand specific concept areas (Ginsberg & Dolan, 2003, p. 98).
Chapter 5: Number and Operations

One of the principles of current mathematics education is that students should understand numbers, not merely how to manipulate them. Students who are computationally fluent are not simply efficient and accurate in their methodology but also flexible (Rathmell & Gabriele, 2013, p. 109). This means that students have more than the basic skill set to cope with the challenges of mathematical worksheets; they must also be able to know what skills to use to cope with a new computational challenge. New standards-based tests demand that students show how they achieved their…

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