Palacký University, Faculty of Education (CZECH REPUBLIC)
About this paper:
Appears in: EDULEARN20 Proceedings
Publication year: 2020
Pages: 5127-5133
ISBN: 978-84-09-17979-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2020.1333
Conference name: 12th International Conference on Education and New Learning Technologies
Dates: 6-7 July, 2020
Location: Online Conference
In this article we will focus on differentiated mathematics teaching using problems by level of difficulty, specifically we will deal with the possibility of using problems by difficulty level in testing elementary school pupils.

Differentiated teaching is based on the assumption that no two pupils are the same, so different ways of working must be included into teaching. In order for differentiated teaching to be effective and to support the individuality and diversity of each pupil in the classroom, it is necessary for the teacher to be flexible in his/her approach and to adjust the content of the curriculum, the course of teaching and the assessment of pupils. Problems by level of difficulty, also called graded problems, may be one of the tools of differentiated teaching.

By using multilevel tasks, the teacher can design differentiate teaching. The tasks allow the teacher to take into an account the needs of all his/her pupils. This concept can be integrated into different types of work, such as homework, small group work, etc. The teacher assigns tasks at different levels to ensure that all pupils can develop their ideas and use their existing skills. Pupils are stimulated by these kinds of activities to learn more.

The research investigation is devoted to the use of problems by level of difficulty in testing pupils of 6th grade elementary school. The test serves as an indicator of monitored parameters in the way of choosing examples to solve and the degree of bias in the given tasks. Pupils' work with the test was observed and the tests were supplemented with interviews with several pupils on mathematics, the levels of difficulty used and testing.

A questionnaire survey was carried out among teachers with the following research objectives: Do teachers of mathematics know teaching through problems by level of difficulty? Do teachers classify problems by level of difficulty into teaching? Do teachers adapt their teaching to develop pupil’s skills?

In conclusion, most teachers adapt their mathematics lessons to their pupils individually. Especially, this applies to teachers in classrooms with a teacher assistant. Pupils agreed that mathematics teachers often change teaching styles, with pupils most often working in little groups or as a class. Most teachers regularly use the concept of differentiated teaching and are interested in individualizing teaching. The research questions were answered in line with our expectations. The notion of problems by level of difficulty in mathematics appears to be known to teachers.
Problems by level of difficulty, differentiated teaching, teaching mathematics, test, elementary school.