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Scientific Bulletin of Namangan State University

Abstract

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

317

Last Page

321

References

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.

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