‘Look at solutions’: Teacher self‐efficacy for differentiated instruction in senior‐secondary mathematics

Source abstract

Abstract Differentiated instruction (DI) is a philosophical and pedagogical approach addressing student diversity in the classroom, supporting student engagement in learning. There is, however, limited research into the application of DI in senior‐secondary mathematics. This research reports on two mathematics teachers in two Australian states, using semi‐structured interviews to investigate mathematics teachers' self‐efficacy in implementing DI in their senior secondary classrooms. A total of five key themes were constructed from the data. First, strategies to enable student voice and choice in mathematics. Second, strategies giving students choice that led to student success. Third, strategies supporting student voice using reflections and feedback. Fourth, supporting the process of learning mathematics, not just the content of mathematics. Last, DI implementation is for all students and takes time to master. Results indicated that DI in senior‐secondary mathematics is complex, specifically in the navigation of DI through senior‐secondary curriculum constraints. Similarly, teacher self‐efficacy in DI for mathematics developed over the course of their teaching careers, and for these two teachers, was linked to their previous personal experiences and willingness to further develop their skills. Last, the DI strategies utilised by these teachers in different mathematics subjects were strikingly similar. Implications for future policy and practice are discussed.