Differentiation and Individualization in the Organization of the Teaching-Learning Activities in Mathematics

AbstractIt is obvious that in the last decades important efforts have been made to orientate the teaching-learning activities towards differentiation and individualization. Also, empiric researches have been carried out to prove the advantages of a differentiated and individualized education compared to the traditional education, which, in most of the cases, still remains a collective or frontal type of education. Approaches have been made for training the teachers who would possess the necessary skills for the good organization of the differentiated and individualized teaching, and great efforts have also been made for the learning institutions’ modernization and endowment, so that they would meet the demands required by the differentiated and individualized teaching. Despite all these advantages and positive followings attached to the differentiated and individualized teaching, we should not bet on a single card and consider that the efficiency of the whole instructive-educative process can be obtained only by the obsessive promotion of the debated modalities. Being aware of the risks of such one-dimensional approach, we will try to show in this paper how good results in mathematics learning can be obtained, if this subject benefits from a correct differentiation and individualization