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Differentiation of Mathematics Instruction


by M. Vere DeVault & Thomas E. Kriewall — 1970

This chapter is designed to assist educational workers in achieving better utilization of available instructional resources in order to more effectively meet the learning needs of individual pupils. Developing adequate systems for differentiating or individualizing instruction is a difficult task, and progress has been somewhat slower than some authoritative predictions had anticipated. However, there are signs that indicate a growing capability in many schools to cope with the economic, managerial, and instructional problems that differentiation of instruction necessarily incurs. The following remarks summarize the trends in this area and point to new directions which appear to be most promising at this time.


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This article originally appeared as NSSE Yearbook Vol 69, No. 1.


Cite This Article as: Teachers College Record Volume 71 Number 5, 1970, p. 407-432
http://www.tcrecord.org ID Number: 19557, Date Accessed: 12/11/2017 2:13:17 PM

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About the Author
  • M. DeVault
    University of Wisconsin—Madison
    M. VERE DEVAULT works in the Mathematics Education group in the Department of Curriculum and Instruction at the University of Wisconsin—Madison.
  • Thomas Kriewall
    University of Wisconsin—Madison
    E-mail Author
    THOMAS E. KRIEWALL is a Project Specialist at Project 2013, and with Computer Managed System of Mathematics Instruction at the University of Wisconsin's Research and Development Center for Cognitive Learning.
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