Abstract
Each and every student presents different needs within a classroom. Differentiated instruction is critical to realizing NCTM's core principle of equity in mathematics education: high expectations and strong support for all learners. Students may be disabled (cognitively, physically, socially, or emotionally), gifted or mathematically sophisticated, culturally or linguistically diverse, or among those who struggle for success. They require instruction that varies greatly. How can teachers effectively meet the needs of all learners?
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