الملخص الإنجليزي
The current study aimed to find the effectiveness of Differentiated Instruction
in Algebraic Thinking and Motivation in Mathematics among seventh grade female
students in Oman. A quasi-experimental curriculum was used.
The randomly selected sample (n=62) were divided into two groups.
Experimental group (n= 31) was taught the unit of “the Graphs” through Differentiated
Instruction. Controlled group (n= 31) was taught the same unit using the usual teaching
methods.
To verify this, the researcher designed a teacher's guide to teach the unit of “the
Graphs” by using Differentiated Instruction. Both groups sat for Algebraic Thinking
test designed by the researcher consisted of 13 questions and a scale of Motivation in
Mathematics consisting of 20 phrases, which were checked and found reliable and
stable.
The study found that there is a statically significant difference at the level
of (α= .05)) between the arithmetic mean of experimental group students who studied
by Differentiated Instruction, and the arithmetic mean of control group who studied
using the usual teaching method in Algebraic Thinking and Motivation in Mathematics
in favor of the experimental group.
Considering these results, the researcher recommended to start using
Differentiated Instruction in teaching Mathematics for the lower grades students.
Further studies were recommended to compare Differentiated Instruction with new
teaching methods, which effects learning quality, student achievements and enhances
thinking skills.
