Scientific Bulletin of Namangan State University


This paper defines what differentiation is and why it is relevant to the classroom. The importance of defining differentiated instruction (DI) strategy were identified on the basis of experiment with 100 participants from 10 schools in Namangan city taking part in semi structured interview and analyzing all answers. The results show that teachers have different ideas about DI.

First Page


Last Page



1. Chamberlin, M. & Powers, R. The promise of differentiated instruction for enhancing the mathematical understandings of college students. Teaching Mathematics and Its Applications – 2010, № 29.- p.113-139 1. Ensign, J. Teacher-initiated differentiation. Teaching children mathematics – 2012, № 19 (3) – p.158-163. 1. Kobelin, M. Multi-age made me do it: A teacher tackles differentiation in math instruction. Schools: Studies in Education – 2009, № 6 (1) – p.10-22. 1. Pham, H.L. Differentiated instruction and the need to integrate teaching and practice. Journal of College Teaching & Learning – 2012, № 9 (1) – p.13-20. 1. Scigliano, D. & Hipsky, S. Ring circus of differentiated instruction. Kappa Delta Pi Record – 2010, № 46 (2) – p.82-86. 1.Tomlinson, C. A. How to differentiate instruction in mixed-ability classrooms. Alexandriа – 2001.



Included in

Education Commons



To view the content in your browser, please download Adobe Reader or, alternately,
you may Download the file to your hard drive.

NOTE: The latest versions of Adobe Reader do not support viewing PDF files within Firefox on Mac OS and if you are using a modern (Intel) Mac, there is no official plugin for viewing PDF files within the browser window.