Reaching Out to Diverse Learners in Mathematics through Differentiated Instruction in Secondary Education
Abstract:
This qualitative study explores the implementation of differentiated instruction in mathematics classes at Abuno National High School, focusing on the perspectives of three mathematics teachers and eight learners. Drawing from interviews and focus group discussions, the findings reveal that differentiated instruction is a strategic response to a range of instructional challenges, including gaps in prior knowledge, frequent classroom disruptions, difficulty with knowledge retention, overcrowded classrooms, low student motivation, and limited teaching resources. Despite these constraints, teachers employed tailored instructional strategies to address learner diversity and promote equitable access to learning. The study highlights the promise of differentiated instruction in resource-constrained environments and its role in enhancing student engagement and learning outcomes. It also recommends sustained professional development, increased investment in varied teaching materials, and the integration of collaborative and assessment-informed practices. Future research may investigate the long-term impact of differentiated instruction, its alignment with digital tools, and additional factors influencing its sustained application.
Keywords: classroom diversity, differentiated instruction, equity in education, mathematics teaching
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