Abstract
Objectives: To explore differentiated instruction within a calculus curriculum. For college students to learn concentration, motivation and the impact of academic achievement; explore the attitudes and ideas of students on differentiated instruction within a calculus curriculum; build up the diversity of mathematics education within varied educational settings. Participants: Sample data were collected from freshman students of the Army Academy: total sample = 60, experimental and control group each had 30. Methods: Quasi-experimental design. Study tested whether differentiated instruction would enhance calculus instruction, compared with a traditional teaching method. Results: As hypothesized, results showed a significant difference in calculus achievement between experimental and control groups. Conclusions: Results supported the effectiveness of differentiated instruction on calculus curriculum. Finally, depending on the research results, the researcher provided practical suggestions for the educational research.
Highlights
The Ministry of Education in Taiwan (Ministry of Education, 2015), in response to the implementation of the 12-year Compulsory Education, takes the “achievement of every child” as a prerequisite
Based on the above literature review, the aim of this study explores differentiation within the calculus curriculum to seek to understand the needs of college learners in Taiwan, learning difficulties, learning motivation and learning outcomes from the teaching process
1) Pre-test: 01~02: Before the experimental treatment, the experimental group and the control group of participants were assessed with a test for the mathematical entry behavior test
Summary
The Ministry of Education in Taiwan (Ministry of Education, 2015), in response to the implementation of the 12-year Compulsory Education, takes the “achievement of every child” as a prerequisite. To meet the demand of diversified learning, struggling students will receive remedial teaching through differentiated instruction. Differentiated instruction serves the same purpose with Confucius in teaching students according to their aptitude. In Taiwan, the study of differentiated instruction is scarce. All of the differentiated instruction case studies are mostly conducted in the field of mathematics. No research has been conducted on college students
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