Differentiated instruction: A systematic literature review on implementation guidelines in mathematics education
Mohd Afifi Bahurudin Setambah, Sathish Rao Appalanaidu, Syaza Hazwani Zaini, Mohd Syaubari Othman, Ahmad Ridwan, Muhammad Alhaji Ibrahim
Source record
Source: Crossref
Published: Mar 1, 2025
DOI: 10.21833/ijaas.2025.03.011
Open original source ↗Source abstract
This systematic literature review examines high-impact research on differentiated instruction (DI) in mathematics education from 2014 to 2024. The study aims to (1) explore how DI is implemented in mathematics teaching and learning, (2) assess its effects on students, and (3) investigate the guidelines used for its implementation. Following the PRISMA protocol, the review follows a structured process of identification, screening, eligibility, and inclusion. Findings from 11 empirical studies highlight key methods of DI implementation, including collaborative learning, technology integration, and student-centered approaches. The results indicate that DI positively influences mathematics achievement, student motivation, and interest. The analysis also identifies the Tomlinson model as the primary framework guiding DI implementation in mathematics. The study emphasizes the importance of continuous professional development for teachers and highlights the need for a comprehensive DI framework. Future research should explore DI in relation to other factors, such as 21st-century skills.
Evidence graph
No public relationships recorded yet.
Integrity note: This page is a factual metadata record created by deterministic ingestion. It is not a claim that the work moves a mathematical frontier or has been independently verified.