A General Educator’s Instructional Differentiations for Students with Mathematics Disabilities in Standards-Based Mathematics Classroom in the U.S.

A General Educator’s Instructional Differentiations for Students with Mathematics Disabilities in Standards-Based Mathematics Classroom in the U.S.

This study employed an embedded, single-case study methodology to examine how a general education teacher differentiates mathematics instruction for her students with mathematics disabilities in standardsbased mathematics classroom. The findings of this study indicated that the general education teacher endeavored to differentiate mathematics instruction for her students with mathematics disabilities using diverse components of effective mathematics instruction, but her differentiation was limited in terms of the number of students targeted for differentiated instruction. Findings and their implications for research are discussed.