Differentiated instruction is student-aware teaching, in which the students not only develop content mastery, but also take ownership of their learning. This study examined the results differentiated instruction in mathematics had on advanced learners perceived competence, persistence, and intrinsic motivation. Differentiation was implemented in a classroom through various activities that challenged student thinking. Students enrolled in a first grade class in an all girl school setting served as study participants. Data were collected on a total of 21 students in the class, but analysis focused on a subgroup. Results indicated that the participants’ interest and engagement in math varied student to student after receiving 3 months of differentiated instruction. All 6 participants showed an increase in math ability.
Keywords: differentiated instruction, advanced learners, motivation
","abstract_html":"<p>Differentiated instruction is student-aware teaching, in which the students not only develop content mastery, but also take ownership of their learning. This study examined the results differentiated instruction in mathematics had on advanced learners perceived competence, persistence, and intrinsic motivation. Differentiation was implemented in a classroom through various activities that challenged student thinking. Students enrolled in a first grade class in an all girl school setting served as study participants. Data were collected on a total of 21 students in the class, but analysis focused on a subgroup. Results indicated that the participants’ interest and engagement in math varied student to student after receiving 3 months of differentiated instruction. All 6 participants showed an increase in math ability.</p> <p>Keywords: differentiated instruction, advanced learners, motivation</p>","abstract_has_math":false,"creators":["Cawley, Patricia"],"institution":null,"degree_name":"Master of Science","degree_level":"Master's Thesis","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Madalienne F. Peters, EdD","Elizabeth Truesdell, PhD"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2017,"date_issued":"2017-05-01T07:00:00Z","date_published":"2017-05-01T07:00:00Z","updated_at":"2026-07-24T02:04:44Z","subjects":["differentiation","differentiated instruction","advanced learners","gifted learners","mathematics","1st grade","early education","Early Childhood Education","Education","Elementary Education","Gifted Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholar.dominican.edu/masters-theses/284","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Madalienne F. Peters, EdD","Elizabeth Truesdell, PhD"]},{"key":"dc:creator","label":"Author","values":["Cawley, Patricia"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2017-07-13T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Master's Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["differentiation","differentiated instruction","advanced learners","gifted learners","mathematics","1st grade","early education","Early Childhood Education","Education","Elementary Education","Gifted Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholar.dominican.edu/masters-theses/284"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Differentiated instruction is student-aware teaching, in which the students not only develop content mastery, but also take ownership of their learning. This study examined the results differentiated instruction in mathematics had on advanced learners perceived competence, persistence, and intrinsic motivation. Differentiation was implemented in a classroom through various activities that challenged student thinking. Students enrolled in a first grade class in an all girl school setting served as study participants. Data were collected on a total of 21 students in the class, but analysis focused on a subgroup. Results indicated that the participants’ interest and engagement in math varied student to student after receiving 3 months of differentiated instruction. All 6 participants showed an increase in math ability.
Keywords: differentiated instruction, advanced learners, motivation
"]},{"key":"dc:title","label":"Title","values":["Differentiated Instruction for 1st Grade Advanced Learners in Mathematics"]}]}],"canonical_facts":{"dc:contributor":["Madalienne F. Peters, EdD","Elizabeth Truesdell, PhD"],"dc:creator":["Cawley, Patricia"],"dc:date.available":["2017-07-13T07:00:00Z"],"dc:description.abstract":["Differentiated instruction is student-aware teaching, in which the students not only develop content mastery, but also take ownership of their learning. This study examined the results differentiated instruction in mathematics had on advanced learners perceived competence, persistence, and intrinsic motivation. Differentiation was implemented in a classroom through various activities that challenged student thinking. Students enrolled in a first grade class in an all girl school setting served as study participants. Data were collected on a total of 21 students in the class, but analysis focused on a subgroup. Results indicated that the participants’ interest and engagement in math varied student to student after receiving 3 months of differentiated instruction. All 6 participants showed an increase in math ability.
Keywords: differentiated instruction, advanced learners, motivation
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