Date of Award


Document Type

Open Access Thesis

Degree Name

Master of Arts in Education (MAE)



First Advisor

Elizabeth Ankeny


Classroom teachers of a diverse group of learners are presented with a conundrum: how can math curriculum be effectively presented to students in order to ensure that all students are meeting required learning targets? Research shows that whole group instructional methods do not meet the needs of struggling and gifted students. So how can teachers change instruction to promote student learning for all? The purpose of this action research was to discover effective strategies to differentiate math instruction in an elementary classroom. In this qualitative research, data were collected through five structured interviews with classroom teachers. The teachers represented grades K, 1, 2, 3, and 4/5. This research provides perspectives of elementary teachers regarding the planning and execution of differentiation within their mainstream classrooms. It looks at ways to meet the needs of struggling learners, as well as the needs of gifted learners.


SC 11.MAE.2013.Hoff.ALZ