| Teachers are expected to meet the needs of all learners in diverse classrooms. Differentiated instruction allows the teacher to tailor the curriculum to meet the needs of individual students. This study examined the effectiveness of differentiated instruction, specifically tiered activities, in increasing student knowledge of fractions. Students were grouped according to ability and given mini lessons by the teacher before completing activities at the appropriate level. By forming homogeneous groups, students were able to attain the same knowledge, and more students met with success when studying difficult concepts. |
