Differentiating Math Instruction to Meet the Needs of Highly Capable Students

Abstract

Amidst the push to bring struggling students up to standard, many highly capable students are neglected. Those who perform above grade level standard are not given adequate challenges. This is a study of differentiation practices targeting highly capable Math students. The study took place in a suburban fifth grade classroom. Pretesting, self-advocacy, classroom environment, and grouping techniques were implemented. After a pretest, competent students received more complex work in place of grade level assignments. Students worked in small groups and were taught to dialogue about their own learning. After better understanding their abilities, students self-advocated to receive the most targeted instruction possible. As a result, students of all ability levels experienced success. Many showed competency at an eighth grade level. In terms of Math assessment scores, no significant changes occurred during the brief research period. Students showed increased motivation, perseverance, and self-awareness. Differentiation calls attention to individual learning styles, yet the class unified with the goal of academic growth. This study is a practical example of how differentiation techniques should support learners across the entire learning spectrum.