KnE Social Sciences

Published date: May 27 2025

Journal Title: KnE Social Sciences

Issue title: The 4th International Conference on Science, Mathematics, Environment, and Education (ICoSMEE 2023)

Pages: 1 - 10

DOI: 10.18502/kss.v10i11.18727

Dwi Maryanidwimaryani82@student.uns.ac.idDepartment of Mathematics Education, Faculty of Teacher Training and Education, Sebelas Maret University

Mardiyana ‎ Department of Mathematics Education, Faculty of Teacher Training and Education, Sebelas Maret University

Riyadi ‎ Department of Mathematics Education, Faculty of Teacher Training and Education, Sebelas Maret University

This study aims to examine scientific journals by collecting reliable sources related to differentiated instruction in mathematics education. Differentiated instruction is a teaching approach that recognizes the diversity of students’ learning based on their abilities and interests. The method used to write this article is a literature review. The approach used to analyze journal articles is the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). The research began by searching for articles related to the topic to be investigated through Scopus, ERIC, and Proquest databases. The criteria for scientific articles used as information are those from international journals updated in the last 5 years, from 2018 to 2023. The analysis of 11 scientific articles shows that research has been conducted worldwide. The subjects in differentiated instruction research consist of students, teachers, and pre-service teachers. Most of the studies use qualitative research methods and aim to improve the understanding, development, and implementation of differentiated instruction practices in mathematics education.

Keywords: differentiated instruction, mathematics education, systematic literature review

[1] Gervasoni A, Roche A, Downton A. Differentiating instruction for students who fail to thrive in mathematics: The impact of a constructivist-based intervention approach advancing social justice for all through mathematics education. Math Teach Educ Dev. 2021;23(3):207–233.

[2] Marks A, Woolcott G, Markopoulos C. Differentiating instruction: Development of a practice framework for and with secondary mathematics classroom teachers. Int Elect J Math Ed. 2021;16(3).

[3] Bal AP, Yilmaz R, Atas V. Development of self-efficacy scale of differentiated instruction for teachers. J Res Adv Math Educ. 2022;7(2):93–104.

[4] Courtney S. Differentiating mathematics instruction in remote learning environments: Exploring teachers’ challenges and supports. Math Teach Educ Dev. 2021;23:182– 206.

[5] Kamarulzaman MH, Azman H, Zahidi AM. Research trend in the practice of differentiated instruction. J Soc Sci Res. 2018;4(12):648–68.

[6] Prast EJ, Van de Weijer-Bergsma E, Kroesbergen EH, Van Luit JE. Differentiated instruction in primary mathematics: Effects of teacher professional development on student achievement. Learn Instr. 2016 Apr;2018(54):22–34.

[7] Kamarulzaman MH, Kamarudin MF, Sharif MS, Esrati MZ, Saali MM, Yusof R. Impact of differentiated instruction on the mathematical thinking processes of gifted and talented students. J Educ Elearn Res. 2022;9(4):269–77.

[8] Mengist W, Soromessa T, Legese G. Method for conducting systematic literature review and meta-analysis for environmental science research. MethodsX. 2019 Dec;7(100777):100777.

[9] Mellroth E, Bergwall A. Task design for differentiated instruction in mixed-ability mathematics classrooms: Manifestations of contradictions in a professional learning community. Math Teach Educ Dev. 2021;23:78–96.

[10] Kyeremeh P, Adzifome NS, Amoah EK. In-service mathematics teachers ’ knowledge of differentiated instruction. 2022;7(2):64–76.

[11] Nurasiah L, Priatna BA, Priatna N. The effect of differentiated instruction on student mathematical communication ability. J Phys Conf Ser. 2020;1469(1).

[12] Herner-patnode L. Lee H jin. Differentiated instruction to teach mathematics: Through the lens of responsive teaching. 2021;23:6–25.

[13] Hapsari T. Darhim, Dahlan JA. Understanding and responding the students in learning mathematics through the differentiated instruction. J Phys Conf Ser. 2018;1013(1).