Differentiated Instruction in Teaching Mathematics: Teachers’ Understanding and Barriers to Practice in Inclusive Secondary School Classrooms in Makambako Town Council

Abstract

The study assessed the teachers’ differentiated instruction (DI) practices in teaching mathematics in inclusive classes in secondary schools in Makambako Town Council. This study specifically focused on exploring the teachers’ understanding and resource limitations towards the practices of DI in teaching mathematics in inclusive classrooms in secondary schools. The phenomenology study design, informed by the qualitative approach, was employed. The data for the study were collected through interviews and classroom observations. Fifteen participants, including eight teachers, four heads of schools, and three ward educational officers, were used as a sample size for the study conducted in  4 public secondary schools. The collected data were analysed thematically. Ethical clearances were obtained from the respective organs to maintain ethical issues, whereby informants filled out informed consent forms. The study findings revealed multiple DI understandings and resource limitations as among the stumbling blocks towards teachers’ practices of DI in teaching mathematics in inclusive classes. Resources like the availability of mathematics teachers, materials, and time were found to be the major resource challenges towards the practices of DI in teaching mathematics. Based on the findings, the study concludes that for the successful practice of DI, efforts have to be made to address these resource challenges. Therefore, the study suggests hiring more mathematics teachers in secondary schools and providing them with guidance on implementing DI effectively. The government should provide sufficient materials for improving mathematics teaching in inclusive classes.