How to Differentiate Math Instruction: 3 Ways to Meet Every Student's Needs

As I was trying to organize my storage space, I came across boxes of books from college. I read a ton of education-related books while I was at Emmanuel College. Some were required, but most I just found really interesting.

I remember learning about differentiated education for the first time in Dr. Merritt’s course, and I became so in love with the idea that I read everything I could get my hands on.

The best resource I have come across for an introduction to differentiation is Carol Ann Tomlinson’s How to Differentiate Instruction in Mixed-Ability Classrooms. It’s an excellent quick read and a great place to begin!

According to Tomlinson, there are three different reasons to differentiate for students: readiness, interest, and learning profile (2001).

And this is where differentiation gets really interesting.

Differentiation isn't simply about giving different students different worksheets. It is about thinking intentionally about how students learn best, where they are in their learning, and what will engage them.

But have you ever noticed that there are rarely examples of differentiation in books and articles that can actually apply to math?

Ugh. So frustrating when you're getting started!

So let's make this practical.

3 Ways to Differentiate Math Instruction

1. Differentiate by Readiness

Readiness refers to the level at which a student is working with a particular topic.

This is probably the type of differentiation that comes to mind most often when we think about a math classroom.

Students in the same class can be working on the same standard while having very different levels of understanding.

One student may still be struggling with prerequisite skills. Another may understand the concept but need additional practice. And another may be ready to take the concept much further.

This is something I consider every day when planning my lessons.

My basic process looks like this:

Phase One: Plan the main lesson and create or find any resources needed.

Phase Two: Think about your struggling learners and make any modifications needed to help these students achieve success.

Phase Three: Consider your high-flyers and early-finishers. What else can they do to be challenged?

For example, if I'm teaching students how to solve equations, I might have some students working with additional scaffolding or reviewing prerequisite skills while other students are working independently.

At the same time, I can think about how to challenge students who have already mastered the skill.

The important thing is that I'm not creating an entirely different lesson for every student.

I'm starting with the main lesson and then asking:

Who needs additional support?

Who is ready for more?

That's differentiation by readiness.

Check out differentiated notes and practice worksheets.

2. Differentiate by Interest

Differentiating by interest often involves offering students choices so they can demonstrate what they know in a way that is meaningful to them.

This is one of my favorite ways to differentiate because it gives students some ownership over their learning.

As students wrap up their study of solving linear equations, I always ended the unit with a differentiated project.

Students were given six choices of assignments and were able to choose which one they liked the best.

The choices allowed students to approach the mathematics in different ways. They could take on a challenging open-ended math problem, write a song or poem, reflect on their learning, and demonstrate their knowledge in other creative ways.

The goal wasn't to make the math easier.

The goal was to give students choice in how they engaged with and demonstrated their understanding of the math.

Note: This project was always completed in conjunction with a unit test. The project was an opportunity for students to demonstrate their learning in a different way, not a replacement for assessing the mathematical skills and concepts from the unit.

Offering choices doesn't have to mean creating six completely different assignments, either.

You might allow students to choose between several problems, select a real-world situation that interests them, or choose how they will present what they've learned.

Sometimes a little bit of choice can make a big difference.

Check out differentiated math menus.

3. Differentiate by Learning Profile

The third way to differentiate is by learning profile, which refers to the ways in which students prefer to take in and work with information.

This can feel overwhelming when you're first getting started with differentiation.

Do I need to know every student's learning style?

Do I need to create five different versions of every lesson?

No!

Whenever you're taking on something new in the classroom, it's a good idea to take one step at a time.

One simple place to start is by presenting material in multiple ways.

Instead of explaining a new concept only verbally, consider pairing your explanation with visuals and a hands-on component when appropriate.

In a math classroom, this might mean:

• explaining a concept verbally while displaying a visual model
• using manipulatives or hands-on models
• allowing students to draw or model a problem
• giving students opportunities to talk through their mathematical thinking
• providing examples students can refer back to while working independently

By doing this, you are meeting the needs of many students without creating a completely different lesson for everyone.

And honestly, this is one of the biggest things I want teachers to remember about differentiation:

Differentiation does not have to mean creating more work for yourself.

You can make small changes to the way you present a lesson, the choices you offer students, or the level of support and challenge you provide.

Start Small

If differentiation feels overwhelming, don't try to change everything at once.

Start with one lesson.

Or one project.

Or one homework assignment.

Look at your lesson and ask yourself three questions:

Readiness: Where are my students right now, and who needs more support or more challenge?

Interest: Where can I give students meaningful choices?

Learning Profile: How can I present or practice this concept in more than one way?

You don't have to differentiate every part of every lesson.

You just need to start thinking differently about the students sitting in front of you.

I have SO much more to share about differentiation in the math classroom, including specific strategies that you can actually use with middle and high school students.

So take one step at a time.

Start with one lesson, one project, or one assignment.

And then build from there!

References:

Tomlinson, C. A. (2001). How to Differentiate Instruction in Mixed-Ability Classrooms. (2nd ed.) Association for Supervision and Curriculum Development.