Title

Using math stations for common sense inclusiveness

Document Type

Article

Journal/Book Title/Conference

Teaching Children Mathematics

Volume

19

Issue

4

Publication Date

2012

First Page

238

Last Page

246

Abstract

Differentiation is one way to make the success of all students in mathematics a reality. However, many teachers continue to wonder how to make differentiation work in everyday classroom instruction, practice, and assessment. One approach that allows educators to deliver differentiated practice and assessment opportunities to effectively reach all students in the classroom environment is the use of math stations. This article offers a commonsense example of how to use math stations to differentiate practice as well as assessment opportunities for a model lesson plan involving the comparison of fractions. First the authors define differentiation as it relates to practice and assessment in mathematics classrooms and highlight specific characteristics and types of differentiation. Next they look at an Illuminations lesson (http://illuminations.nctm.org) and demonstrate how to build on an existing quality mathematics lesson by using math stations for differentiated practice and assessment opportunities. They offer final thoughts and suggestions as a catalyst to further assist educators in implementing differentiation in their mathematics lessons.

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