Tiering Instruction for Seventh-Grade Students

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Amy J. HackenbergIndiana University

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Robin JonesIndiana University

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Rebecca BorowskiWestern Washington University

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We tiered instruction for a class of seventh grade students during a proportional reasoning unit by providing the same problem with different numbers to different groups of students. We explain why we tiered, show students' work, describe what students learned, and give recommendations about differentiating instruction.

Footnotes

A study based on a proportional reasoning unit shows how differentiating for students' ways of thinking can effectively meet diverse learning needs.

 

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Mathematics Teacher: Learning and Teaching PK-12
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