A Differentiated Approach to Mathematics

A Differentiated Approach to Mathematics

Dora Andrikopoulos, Matina Katsiyianni
Copyright: © 2021 |Pages: 10
DOI: 10.4018/978-1-7998-7760-8.ch022
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Abstract

How can classroom teachers maximize the learning potential of their students? How can teachers, at the same time, attend to their students' differences? Students' readiness, interests, and learning profiles are the main targets for successful and meaningful learning. This chapter discusses all the above-mentioned characteristics of learners and focuses on the different approaches and instructional models in a Mathematics classroom. Having in mind a flexible learning framework that accommodates the needs of today's learners, the authors discuss and present applicable classroom instructional techniques, techniques that offer unique opportunities to fully amalgamate pedagogy by modifying learning experiences in the three areas of content, process, and product. The reader of this chapter will also get the chance to be exposed to the i2Flex methodology, which is a type of blended learning and has been born and developed at ACS Athens, Greece.
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Background

Instructional Models

Instructional models are ways in which instructions are presented and improved through making an analysis of learning needs and instructional material needs, for the efficient delivery of instruction and for creating better understanding between the teacher and the students. Over the years, many different instructional models have been introduced, in order to assist teachers and students in the learning process. Among the most famous ones it is the Bloom’s Taxonomy named after Benjamin S. Bloom of the University of Chicago in 1956. Since then many other models have been developed. A special teaching model that has been guiding our practices is the TPACK model. The TPACK model, known as Technological Pedagogical Content Knowledge is a framework developed to help describe the kind of knowledge that educators need in order to teach effectively while integrating technology. This conceptual model developed by Koehler and Mishra (2005) was based on Shulman’s Pedagogigal Content Knowledge model. The framework states that a teaching model reaches its full potential when the three major knowledge dimensions like Technology, Pedagogy and Content Knowledge intersect.

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