Exploring Elementary School Teachers’ Perceptions of Differentiated Instruction in Mathematics Classroom: A Case Study in Central Kalimantan

Source abstract

Differentiated instruction has become increasingly important in elementary mathematics education due to the abstract and hierarchical nature of the subject, the need to develop deep conceptual understanding, and the diverse abilities and learning needs of students within a single classroom. This study examined elementary school teachers’ perceptions of implementing differentiated instruction in mathematics. A qualitative approach was employed, involving four fourth-grade elementary school teachers as participants. Data were collected through interviews and document analysis. Data analysis followed four stages: data collection, data condensation, data display, and conclusion drawing and verification. The results showed that teachers held positive perceptions of differentiated instruction, particularly regarding its potential to accommodate diverse student characteristics, enhance conceptual understanding, and create more meaningful learning experiences. The implementation of differentiated instruction involved student grouping, initial assessment, and variations in learning processes and products. However, teachers also faced several obstacles, including difficulties in preparing differentiated lesson plans, developing varied learning tools, managing student grouping in classes of different sizes, and responding to students’ changing learning preferences during instruction. This study contributes to the literature on teachers’ perceptions of differentiated instruction in elementary mathematics and provides practical implications for the development of teacher training programs.