Date of Award

8-2014

Degree Type

Masters Thesis

Degree Name

Master of Science (MS)

Department

Mathematics

Committee Chair

Susan Ross

Committee Chair Department

Mathematics

Committee Member 2

Samuel Lyle

Committee Member 2 Department

Mathematics

Committee Member 3

Rejoice Mudzimiri

Committee Member 3 Department

Mathematics

Abstract

Not every student learns geometry instruction the same. Inside today’s classroom, one will find a diverse collection of students with different learning styles, background knowledge, and cognitive abilities. Students with high cognitive skills may sit next to those who struggle to maintain the material of a single subject. It is the job of an educator to accept the students as they are and guide them through a successful academic journey. This process is called Differentiated Instruction. Gregory and Chapman, authors of Differentiated Instructional Strategies: One Size Doesn’t Fit All, state that the term differentiation is a philosophy that allows instructors the ability to plan their classes in a strategic manner in order to meet the needs of each diverse learner in the classroom. Tomlinson states that teachers can differentiate instruction in four main areas: content, process, products, and learning environment. In order to test the effectiveness of differentiated instruction, the researcher gathered and analyzed data from a 2014 spring geometry class. This study attempted to draw comparisons between differentiated lessons versus traditional lecture based lessons.

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