Using curriculum differentiation to respond to students’ diversity
The article observes the results of the questionnaire of 1923 tenth-formers and their mathematics teachers. Statistical analysis of these results has been done using SPSS 13.0. The practice of curriculum differentiation in Lithuania is the subject of the observation. The research has shown that abou...
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| Format: | Article |
| Language: | English |
| Published: |
Vilnius University Press
2021-06-01
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| Series: | Lietuvos Matematikos Rinkinys |
| Subjects: | |
| Online Access: | https://www.journals.vu.lt/LMR/article/view/24212 |
| _version_ | 1811285153622786048 |
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| author | Viktorija Sičiūnienė |
| author_facet | Viktorija Sičiūnienė |
| author_sort | Viktorija Sičiūnienė |
| collection | DOAJ |
| description | The article observes the results of the questionnaire of 1923 tenth-formers and their mathematics teachers. Statistical analysis of these results has been done using SPSS 13.0.
The practice of curriculum differentiation in Lithuania is the subject of the observation.
The research has shown that about 70 per cent of teachers more or less base their syllabus on the content of the textbook. The students’ achievements are dependent both on the teacher‘s understanding that syllabus has to be adapted to the students and ability to do that effectively. The following conclusion could be done: about 60 per cent of mathematics teachers should improve their competence in planning and developing syllabus.
Organizing learning process about 80 per cent of teachers basically use reproductive teaching-learning method which requires little independent students’ activity. The institutions that prepare teachers and care about their competence should pay more attention to teachers’ qualification to apply teaching and learning methods in practice.
The article has also observed the students and teachers’ understanding of principles and criteria and assessment used in schools and the quality of students’ feet-back.More attention should be paid to teachers’ competence providing faster and more efficient feet-back to students and help they need. |
| first_indexed | 2024-04-13T02:40:11Z |
| format | Article |
| id | doaj.art-3cfa8bd609a74a589aaf124f5dfd13d0 |
| institution | Directory Open Access Journal |
| issn | 0132-2818 2335-898X |
| language | English |
| last_indexed | 2024-04-13T02:40:11Z |
| publishDate | 2021-06-01 |
| publisher | Vilnius University Press |
| record_format | Article |
| series | Lietuvos Matematikos Rinkinys |
| spelling | doaj.art-3cfa8bd609a74a589aaf124f5dfd13d02022-12-22T03:06:14ZengVilnius University PressLietuvos Matematikos Rinkinys0132-28182335-898X2021-06-0147spec.10.15388/LMR.2007.24212Using curriculum differentiation to respond to students’ diversityViktorija Sičiūnienė0Vilnius Pedagogical UniversityThe article observes the results of the questionnaire of 1923 tenth-formers and their mathematics teachers. Statistical analysis of these results has been done using SPSS 13.0. The practice of curriculum differentiation in Lithuania is the subject of the observation. The research has shown that about 70 per cent of teachers more or less base their syllabus on the content of the textbook. The students’ achievements are dependent both on the teacher‘s understanding that syllabus has to be adapted to the students and ability to do that effectively. The following conclusion could be done: about 60 per cent of mathematics teachers should improve their competence in planning and developing syllabus. Organizing learning process about 80 per cent of teachers basically use reproductive teaching-learning method which requires little independent students’ activity. The institutions that prepare teachers and care about their competence should pay more attention to teachers’ qualification to apply teaching and learning methods in practice. The article has also observed the students and teachers’ understanding of principles and criteria and assessment used in schools and the quality of students’ feet-back.More attention should be paid to teachers’ competence providing faster and more efficient feet-back to students and help they need.https://www.journals.vu.lt/LMR/article/view/24212mathematicsdifferentiationsyllabus planningmanagement of teaching-learning processassessment for learning |
| spellingShingle | Viktorija Sičiūnienė Using curriculum differentiation to respond to students’ diversity Lietuvos Matematikos Rinkinys mathematics differentiation syllabus planning management of teaching-learning process assessment for learning |
| title | Using curriculum differentiation to respond to students’ diversity |
| title_full | Using curriculum differentiation to respond to students’ diversity |
| title_fullStr | Using curriculum differentiation to respond to students’ diversity |
| title_full_unstemmed | Using curriculum differentiation to respond to students’ diversity |
| title_short | Using curriculum differentiation to respond to students’ diversity |
| title_sort | using curriculum differentiation to respond to students diversity |
| topic | mathematics differentiation syllabus planning management of teaching-learning process assessment for learning |
| url | https://www.journals.vu.lt/LMR/article/view/24212 |
| work_keys_str_mv | AT viktorijasiciuniene usingcurriculumdifferentiationtorespondtostudentsdiversity |