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Researching differentiated instruction in math

March 14, 2023

As Alison Logue began her student teaching this year, she was interested in ways to help her students through different methods of instruction.

“One thing that my professor always talks about is there is no math gene. Someone is not born to be good or bad at math,” said Logue, a senior mathematics education major from Wakonda, S.D.

Louge explained that providing differentiated instruction in the math classroom allows teachers to address unique learning styles and ways for students to attack the same state math standards.

Differentiated instruction is Logue’s research topic for the Student Research Initiative (SRI) grant she received for the 2022-23 school year.

“Classrooms are more diverse than ever before in terms of ability levels, socioeconomic status, race, ethnicity, etc.,” said Dr. Kevin Smith, Associate Professor. “Teachers need to figure out ways to reach all students. Technology can help with this.”

To gather data, Logue will use different instruction styles and have students take pre- and post-tests to review the outcomes of differentiated instruction. The instruction styles will include using technology, like online math programs available to help meet students’ needs.

Logue appreciates being able to work with Smith on the research project. “He connected a lot of the dots between my education-based classes and my math-based classes,” she said.

Smith is also excited to work on the project. “Alison had the vision to think about ways to leverage technology to meet the needs of all students,” he said. “I think her research will help inform her teaching practice.”

The completed research will be used as part of Logue’s undergraduate honors thesis. Logue is also a part of the 4+1 program, and will graduate in 2024 with a master’s degree in educational technology.


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