Differentiated Instruction in Junior High School Mathematics Teaching
Abstract
Junior high school mathematics is a foundational subject that lays the groundwork for students’ logical thinking and problem-solving abilities. However, the inherent differences in students’ cognitive levels, learning paces, and mathematical literacy pose signiffcant challenges to traditional “one-size-ffts-all” teaching models. Differentiated instruction, rooted in educational equity and individualized development, has emerged as a promising approach to address these challenges. This paper explores the theoretical underpinnings and core connotations of differentiated instruction, analyzes its practical implementation paths in junior high school mathematics teaching (including pre-class student grouping, in-class content and method differentiation, and after-class homework and tutoring stratiffcation), discusses its inherent advantages and practical challenges, and proposes targeted optimization strategies. The research aims to provide theoretical reference and practical guidance for improving the effectiveness of junior high school mathematics teaching and promoting the all-round development of students at different levels.
References
[1]Tomlinson, C. A.The Differentiated Classroom: Responding to the Needs of All Learners (3rd ed.). ASCD.
[2]Vygotsky, L. S.. Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
[3]Gardner, H.. Multiple Intelligences: The Theory in Practice. Basic Books.
[4]Zhang, L. Research on the Practice of Differentiated Instruction in Junior High School Mathematics Teaching. Journal of Mathematics Education, 29(3), 45-50.
[5]Li, M.Problems and Solutions in the Implementation of Differentiated Instruction in Junior High School Mathematics. Educational Practice and Research, (12), 78-81.
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