Not every student learns geometry instruction the same. Inside today’s classroom, one will find a diverse collection of students with different learning styles, background knowledge, and cognitive abilities. Students with high cognitive skills may sit next to those who struggle to maintain the material of a single subject. It is the job of an educator to accept the students as they are and guide them through a successful academic journey. This process is called Differentiated Instruction. Gregory and Chapman, authors of Differentiated Instructional Strategies: One Size Doesn’t Fit All, state that the term differentiation is a philosophy that allows instructors the ability to plan their classes in a strategic manner in order to meet the needs of each diverse learner in the classroom. Tomlinson states that teachers can differentiate instruction in four main areas: content, process, products, and learning environment. In order to test the effectiveness of differentiated instruction, the researcher gathered and analyzed data from a 2014 spring geometry class. This study attempted to draw comparisons between differentiated lessons versus traditional lecture based lessons.
","abstract_html":"<p>Not every student learns geometry instruction the same. Inside today’s classroom, one will find a diverse collection of students with different learning styles, background knowledge, and cognitive abilities. Students with high cognitive skills may sit next to those who struggle to maintain the material of a single subject. It is the job of an educator to accept the students as they are and guide them through a successful academic journey. This process is called Differentiated Instruction. Gregory and Chapman, authors of Differentiated Instructional Strategies: One Size Doesn’t Fit All, state that the term differentiation is a philosophy that allows instructors the ability to plan their classes in a strategic manner in order to meet the needs of each diverse learner in the classroom. Tomlinson states that teachers can differentiate instruction in four main areas: content, process, products, and learning environment. In order to test the effectiveness of differentiated instruction, the researcher gathered and analyzed data from a 2014 spring geometry class. This study attempted to draw comparisons between differentiated lessons versus traditional lecture based lessons.</p>","abstract_has_math":false,"creators":["Pierce, Brantley Grant"],"institution":null,"degree_name":"Master of Science (MS)","degree_level":"Masters Thesis","degree_discipline":"Mathematics","degree_department":null,"school":null,"contributors":["Susan Ross","Samuel Lyle","Rejoice Mudzimiri"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2014,"date_issued":"2014-08-01T07:00:00Z","date_published":"2014-08-01T07:00:00Z","updated_at":"2026-07-24T05:44:27Z","subjects":["geometry","Van Hiele","Usiskin","Tomlinson","mathematics","high school","Curriculum and Instruction","Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://aquila.usm.edu/masters_theses/40","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Susan Ross","Samuel Lyle","Rejoice Mudzimiri"]},{"key":"dc:creator","label":"Author","values":["Pierce, Brantley Grant"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2014-08-02T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Mathematics"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Masters Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science (MS)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["geometry","Van Hiele","Usiskin","Tomlinson","mathematics","high school","Curriculum and Instruction","Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://aquila.usm.edu/masters_theses/40"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Not every student learns geometry instruction the same. Inside today’s classroom, one will find a diverse collection of students with different learning styles, background knowledge, and cognitive abilities. Students with high cognitive skills may sit next to those who struggle to maintain the material of a single subject. It is the job of an educator to accept the students as they are and guide them through a successful academic journey. This process is called Differentiated Instruction. Gregory and Chapman, authors of Differentiated Instructional Strategies: One Size Doesn’t Fit All, state that the term differentiation is a philosophy that allows instructors the ability to plan their classes in a strategic manner in order to meet the needs of each diverse learner in the classroom. Tomlinson states that teachers can differentiate instruction in four main areas: content, process, products, and learning environment. In order to test the effectiveness of differentiated instruction, the researcher gathered and analyzed data from a 2014 spring geometry class. This study attempted to draw comparisons between differentiated lessons versus traditional lecture based lessons.
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