Differentiating Mathematics Instruction: Teachers’ Experiences in Inclusive Classroom

Abstract

As the Philippine basic education system moves toward inclusive education, teachers must adapt instructional approaches to meet the needs of every learner. Examining how teachers implement such approaches can provide valuable insights into effective strategies and techniques to improve the teaching and learning process. This phenomenological study investigated the narratives of two female mathematics teachers in differentiating instruction in an inclusive classroom. The data gathered from the interviews was analyzed using thematic analysis. The findings revealed that teachers give preassessments, varying levels of activities, interest-based activities, personalized instruction, and standards-based assessments with accommodations for differentiated instruction. Teachers' challenges in delivering instruction and classroom management seemed to be mostly caused by a lack of training. Moreover, use of modified learning activities, internet dependency, and community collaboration emerged as their coping strategies to address certain challenges. Furthermore, teachers believed that differentiated instruction improved students’ logical-mathematical intelligence. To enhance the quality of education in an inclusive classroom, a comprehensive needs analysis is recommended as input for the design and conduct of intensive training programs for teachers on differentiated instruction.