Curriculum Development for the Differentiated Classroom in Mathematics

Abstract

The purpose of this article is to remind us that teaching is about learning, and that learning is about responding to the needs of all learners. The ideas underlying this article resulted from a genuine dialogue between a curriculum developer (M. Koutselini) and a researcher in Mathematics Education (A. Gagatsis) who collaborated to address the old question of how to teach mixed ability classrooms. It is argued that curriculum development at micro level and action research are necessary processes for effective teaching in a mixed ability class. Issues of needs assessment, objectives identification, selection of suitable learning activities and their impact on the teaching and assessment of Mathematics are examined. Furthermore, elements of action research in mathematics and examples of differentiation by cognitive style are also discussed and the role of teachers and administrators as curriculum developers is emphasized. ABSTRACT FROM AUTHOR]; Copyright of World Studies in Education is the property of James Nicholas Publishers and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)