Date of Award
3-2-2022
Document Type
Non Thesis
Degree Name
Master of Arts in Education
Department
Education
Program
Differentiated Instruction
Capstone Instructor
Dr. Brian Boothe
Second Reader
Dr. Tosca Grimm
Keywords
achievement gap, differentiation, inclusive classroom, math instruction
Abstract
The achievement gap between high-achieving and low-performing students has long been documented in the United States. Little, if any, efforts have proven effective in narrowing this gap. The goal of this research analysis was to identify whether technology can be used to effectively differentiate math content for students and increase achievement, thereby closing the achievement gap in American schools. The results of the studies investigated were clear that technology can be an effective method for math differentiation and can help lower-performing students accelerate their learning, in some cases even surpassing their higher-achieving peers. Technology, when used correctly to differentiate in elementary classrooms, can be used to assist in narrowing the achievement gap. Further research studies must be done to clarify which apps provide the best differentiation and highest achievement gains for students.
Recommended Citation
Wiertzema, S. (2022). Effective Differentiation Utilizing Technology in the Elementary Mathematics Classroom (Thesis, Concordia University, St. Paul). Retrieved from https://digitalcommons.csp.edu/teacher-education_masters/63Included in
Educational Methods Commons, Educational Technology Commons, Science and Mathematics Education Commons