Differentiation

For students to be engaged and motivated to achieve their learning goals, they must be presented with an achievable entry point, and feel they are capable of completing the task in front of them. Differentiation, scaffolding, student interest, and feedback are four areas that affect overall student engagement.

"A classroom in which teaching is tailored to the individual needs of student does look different from a one-size-fits-all classroom, but often these differences are less dramatic than teachers believe" (Carolan & Guinn, 2017).

Basics Of Differentiation

Differentiated learning doesn't mean that each student needs an individualised lesson. "At the most basic level, differentiation consists of the efforts of teachers to respond to variance among learners in the classroom. Whenever a teacher reaches out to an individual or small group to vary his or her teaching in order to create the best experience possible, the teacher is differentiating instruction" (Tomlinson, 2000).

Educators can differentiate in four different areas (Tomlinson, 2000):

Content

Process

Product

Learning Environment

All four of these aspects are achievable through the use of technology and well-designed math apps. Mathematical applications allow for students to obtain learning goals through various mediums, by "designing and facilitating multiple paths to reach defined learning goals is one of the hallmarks of successful differentiation" (Carolan & Guinn, 2007).

The key to using differentiation through mathematical apps is the educators' ability to individualize learning through a profile system for each student.

Scaffolding

When using scaffolding, educators break down content into chunks, and each chunk has direct instruction to provide strategies. "Theories on learning suggest children learn best when activities promote active "minds-on" learning, are appropriately scaffolded, and are engaging" (Griffith et al., 2020).

Mathematical "interactive apps have potential to support active engagement with learning mater through embedding learning concepts into gamelike activities, scaffolding children's learning through adaptive learning technology..." (Griffith et al., 2020).

Also, "when using the math apps children can regulate their pace of learning within their own in-app profile, which can provide effective scaffolding for pupils with differing needs and create an individualised learning environment" (Outhwait et al., 2019).

Student Interest

"Engagement with mathematics during the primary years of schooling is crucial if students are able to develop an appreciation for and understanding of the value of mathematics learning" (Attard, 2012a). For this to occur, students need to learn based on interest, and this aids in students' self-regulation. "Self-regulating learning relates to the capacity to control one's learning and develop knowledge surrounding their learning environment" (Braund & DeLuca, 2018).

Math applications have the potential to allow students to become invested. "It is activities such as these that provide opportunities for students to engage and view mathematics as an exciting relevant and engaging academic pursuit" (Attard, 2012a).

Feedback & Achievement

Technology is an addition to benefit student learning. In terms of feedback, which is a crucial component of student learning, math apps "provide immediate feedback to individual learners about their performance, which would otherwise by difficult to achieve during general instruction" (Zhang et al., 2015).

Some mathematical apps, such as Prodigy, follow students' progress and formulate the next task based on the student's needs. Outhwaite et al., (2019) emphasises that "engaged learning is supported by immediate feedback (positive or negative) given after every interaction with the apps highlighting the potential of app-based learning for motivational enhancement."

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