"Effects and challenges to implement differentiated mathematics teaching among fourth graders in Montenegro"
| Dublin Core | PKP Metadata Items | Metadata for this Document | |
| 1. | Title | Title of document | Effects and challenges to implement differentiated mathematics teaching among fourth graders in Montenegro |
| 2. | Creator | Author's name, affiliation, country | Veselin Mićanović; Teacher Training Department, Faculty of Philosophy, University of Montenegro, Podgorica, Montenegro; Serbia and Montenegro |
| 2. | Creator | Author's name, affiliation, country | Dijana Vučković; Teacher Training Department, Faculty of Philosophy, University of Montenegro, Podgorica, Montenegro |
| 2. | Creator | Author's name, affiliation, country | Biljana Maslovarić; Preschool Teacher Training Department, Faculty of Philosophy, University of Montenegro, Podgorica, Montenegro |
| 2. | Creator | Author's name, affiliation, country | Nada Šakotić; Department of Pedagogy, Faculty of Philosophy, University of Montenegro, Podgorica, Montenegro |
| 2. | Creator | Author's name, affiliation, country | Tatjana Novović; Department of Pedagogy, Faculty of Philosophy, University of Montenegro, Podgorica, Montenegro |
| 3. | Subject | Discipline(s) | |
| 3. | Subject | Keyword(s) | algebra; differentiated instruction; mathematical skills; quasi-experimental pretest-posttest; within-class ability grouping |
| 4. | Description | Abstract | In this quasi-experimental pretest-posttest study we examined the effects of differentiated instruction (DI) in within-class ability groupings of 246 Montenegrin fourth-graders and their ability to solve algebraic equations. We assessed 2 parallel student groups at equal achievement levels to compare DI, in which teaching and work modes were adapted to students’ grouping according to previous achievement and pretest scores, and traditional whole-class instruction. Pretest-posttest evaluations were administered to both groups, and observation indicators were evaluated to assess the level and type of student activities, engagement, and individualisation. Students in the homogeneous DI experimental groups with tailored instructions were significantly more successful at solving algebraic tasks than their peers in the traditional whole-class instruction control group. DI improved students’ results, but teachers required specific training and significantly more preparation time. https://doi.org/10.15700/saje.v43n3a2100 ORCiD iDs of authors: Veselin Mićanović – https://orcid.org/0000-0001-6287-6452 Dijana Vučković - https://orcid.org/0000-0003-2129-555X Biljana Maslovarić - https://orcid.org/0000-0002-4820-8762 Nada Šakotić – https://orcid.org/0000-0002-7844-7625 Tatjana Novović - https://orcid.org/0000-0001-8728-2407 |
| 5. | Publisher | Organizing agency, location | Education Association of South Africa |
| 6. | Contributor | Sponsor(s) | We express our appreciation to all research participants. We extend special gratitude to the students who actively participated and to our teacher colleagues, whose ideas significantly improved the research. |
| 7. | Date | (YYYY-MM-DD) | 2023-11-01 |
| 8. | Type | Status & genre | Peer-reviewed Article |
| 8. | Type | Type | |
| 9. | Format | File format | |
| 10. | Identifier | Universal Resource Indicator | https://www.sajournalofeducation.co.za/index.php/saje/article/view/2100 |
| 11. | Source | Journal/conference title; vol., no. (year) | SA Journal of Education; Vol 43, No 3 (2023) |
| 12. | Language | English=en | en |
| 13. | Relation | Supp. Files | |
| 14. | Coverage | Geo-spatial location, chronological period, research sample (gender, age, etc.) | |
| 15. | Rights | Copyright and permissions | If the article is accepted for publication, copyright of this article will be vested in the Education Association of South Africa. All articles published in this journal are licensed under the Creative Commons Attribution 4.0 International (CC BY 4.0) license, unless otherwise stated. |