Date of Award
Summer 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.
Copyright
2014, Brantley Grant Pierce
Recommended Citation
Pierce, Brantley Grant, "Examination of High School Students' Understanding of Geometry" (2014). Master's Theses. 40.
https://aquila.usm.edu/masters_theses/40