Abstract
The study aimed to examine the extent of employing differentiated instruction in teaching mathematics in the classroom. The study relied on the analytical descriptive approach, representing the research community of all mathematics teachers for the upper basic stage of 10 schools in Irbid, and reached the size of the study sample (40) male and female teachers, a measurement tool (questionnaire) was prepared to collect data from study members. The results of the study showed that the level of employing differentiated instruction in teaching mathematics reached a moderate level. There were no statistically significant differences in the responses of study members attributable to the following variables: (sex, school type, years of experience).
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