THE EFFECTS OF TEACHER PERCEPTION OF DIFFERENTIATED
MATHEMATICAL INSTRUCTION ON STUDENT ACHIEVEMENT
The purpose of this study was to determine the impact and effects that teacher perception
of differentiated mathematical instruction has on student achievement of grades 3-5 as
measured through an analysis of the Measure of Academic Progress (MAP). This
descriptive study honed in on the implementation of differentiated instruction and
therefore was designed to embrace mixed-method research and data analysis procedures
that measured and reported the effects that teacher perception of differentiated instruction
had on the overall mathematics student achievement in grades third through fifth within a
mid-sized suburban elementary school in central South Carolina. The differentiated
instruction research conducted during this study was based on the foundations of Carol
Ann Tomlinson. By providing historical theoretical perspectives of how children learn,
this study also addressed the educational reform that occurred in mathematics and how it
evolved in the way it is taught and learned. The extent of whether the perspectives of
mathematics teachers regarding differentiated instruction and its implementation have an
effect on student achievement was the major focus of this study. Data collected during
this study included the archived results of 3rd -5th grade students who have taken the
district diagnostic, computerized Measures of Academic Progress (MAP) test, teacher
interview scripts, classroom observations and questionnaire results.
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Dedication