Differentiated Instruction for Mathematics: A Cognitive Task Analysis into Primary School Teachers' Reasoning and Acting

Although many studies on differentiated instruction are available, few studies provide insight into the knowledge and skills teachers need in order to adapt instruction to student differences. In this study, a cognitive task analysis (CTA) was performed to explore how primary school teachers differentiate instruction during math lessons. Based on observations, interviews and expert meetings with nine expert teachers and ten subject-matter experts, a skill hierarchy was developed. Findings showed that differentiated instruction encompasses a wide range of skills, and that adapting instruction during the lesson cannot be seperated from both preperation of the lesson and period, as well as the evaluation of the lesson afterwards. Furthermore, factors related to the complexity of differentiation were studied. This study shows how a CTA can be applied to study teacher's behavior. The results provide useful input for the development of a professional development trajectory aimed at improving differentiated instruction skills