Profiling Teachers’ Differentiation Strategies in Mathematics

Abstract

In the present study, we explored which particular profiles of teachers can be distinguished based on their self-reported differentiation strategies in mathematics and whether these profiles could be confirmed through video observations. Data on 267 primary school teachers was collected through the Differentiation Self-Assessment Questionnaire (DSAQ) that focused on the usage of multiple differentiation strategies. Furthermore, the teaching practices of 46 of these teachers were observed and coded with Differentiation in Mathematical Instruction (DMI) to confirm teacher profiles through observed behaviour. Cluster analysis using 21 items related to ‘instructional adaptations’ from the DSAQ resulted in two teacher profiles, namely ‘Moderate Usage’ and ‘High Usage’ of multiple differentiation strategies. Profiles did not show unique patterns of differentiating strategies at the organizational level (aimed at whole-class or subgroups), on specific ability groups (i.e., high or low), type of strategy (i.e., content, process, product) or a combination of these elements. These results indicated that all teachers reported using multiple strategies, but differed in the overall level of usage. In addition, profiles could not be confirmed through observed behaviour, only on certain individual items of the DMI. Possible explanations are that teacher’s reflections differed from their behaviour or that the instruments (DSAQ and DMI) covered slightly different aspects of differentiation. Implications of this study are that the two profiles could be used to better tailor professional development programs.