How do Dutch teachers implement differentiation in primary mathematics education?

Abstract

Adapting education to students' diverse educational needs is widely recognised as an important, but also complex aspect of effective teaching. In this chapter, we provide insight into how Dutch primary school teachers implement differentiation based on students' current mathematics achievement level. We review evidence from four independent samples in which the same teacher self-assessment questionnaire was administered (N = 907 teachers in total), supplemented with qualitative data from various perspectives: external observers, students, and teachers. Based on these sources of information, we identify the following general patterns. Teachers generally implement achievement-based differentiation at least to some extent. That is, student achievement is monitored, and efforts are taken to adapt instruction or practice to students' current achievement level. This is often organised using within-class homogeneous achievement groups. While low-achieving students regularly receive additional instruction, specific instruction for high-achieving students is uncommon. Refined, qualitative strategies to diagnose students' individual educational needs and to adapt education to these individual needs are also used relatively infrequently. These relatively infrequently used strategies point to areas for improvement. Furthermore, the flexibility of within-class achievement groups seems to vary and deserves more attention in future research and practice.