Division of Pampanga

DIFFERENTIATED INSTRUCTION: AN APPOACH IN INCREASING

SECOND GRADERS MATHEMATICAL PERFORMANCE

ARIES R. MESINA

ARJAY M. CANLAS

JANUARY 2020

Differentiated instruction: An Approach in Increasing Second Graders Mathematical Performance

 Division of Pampanga

Table of Contents

Content and Rationale …………………………………………………….. 1

Conceptual Framework……………………………………………..

Research Question …………………………………………………

Hypothesis………………………………………………………….

Significance of the Study………………………………………….

Scope and Limitations ……………………………………………

Definition of Terms……………………………………………….

Method ……………………………………………………………………

Research Design………………………………………………….

Respondents ………………………………………………………

Sampling Method …………………………………………………

Instruments ……………………………………………………….

Data collection Procedure…………………………………………

Ethical Consideration …………………………………………….

Data Analysis ……………………………………………………..

Work Plan …………………………………………………………

Differentiated instruction: An Approach in Increasing Second Graders Mathematical Performance

 Division of Pampanga

Content and Rationale

“A teacher in a differentiated classroom does not classify herself as someone

who ‘already difference instruction’. Rather that teacher is fully aware in the classroom

can reveal one more way to make the classroom a better match for its learners”

(Tomlinson, 2001)

Some agree that learning math is difficult while others do not. Determining the

leaners ‘ level of intelligence is an edge to create different activities that will cater better

mathematical understanding.

The main problem that the researcher wants to study is the low performance in

mathematics of the Grade Two (2) learners of San Isidro Elementary School this School

Year 2019 – 2020. It is inclined with the following reasons: poor study habits, social media

influence, and poor reading comprehension. The reason why learners have a poor study

habit is there is no parental guidance due to disoriented relationships – based on the

teacher’s traditional teaching way.

Through the rapid influence of social media, more learners found it difficult to

study their lessons and spend more time using gadgets than to study. While, poor reading

comprehension and lack of phonic awareness owning to malnutrition were also

contributory factors.

To improve the performance in mathematics of the Grade Two pupils, the

researcher will make use of Differentiated Instructions to enhance the study habits of the

learners by using peer group tutoring and modern instructional materials, the researcher

will also integrate the use of technology in the teaching – learning process by using an

Differentiated instruction: An Approach in Increasing Second Graders Mathematical Performance

 Division of Pampanga
online conference and create an activities or games inclined with the needs of the learners.

Finally, the researcher will create Innovative instructional materials such as the integration

of phonics in a related subject to enhance the reading comprehension of learners.

Differentiated Instruction (DI) has been encouraging run-through in field of

education, where in curriculum is based on pupils learning needs. DI is a practice of

teaching pupils, providing teachers with the ability to make changes in their curriculum,

teaching strategies, and classroom activities, based on the diverse needs of their pupils. The

problem was that a lot of educators did not employ DI in teaching mathematics, which

wedge pupil’s academic performance and achievement scores. Teachers who are deficient

of skills and knowledge in using effective DI strategies might have advertently hinder

pupils’ academic growth and pretentious pupil’s enthusiasm to learn.

Mathematics is not a popular subject. Pupils tend to dislike it, especially when

they fail to obtain the desired academic results, and it can cause anxiety and even phobia.

The difficulties they find are not only due to insufficient knowledge of the elements of

math but also to the (in)ability to transfer knowledge of the face different situations

successfully (Irina Vasilescu, Scientix Ambassador, 2015). To conquer this occurrence, the

teacher needs to find another teaching method and activities that will stimulate, challenge,

and enhance the mathematical abilities of the learners. The classical approach in teaching

Math creates passive learners: while it’s important to engage pupils to have them take an

active role (Bednar, Coughlin, Evans, & Sievers, 2002).

According to PISA (Programme for International Student Assessment)

(2012),“Mathematical literacy is an individual’s capacity to identify and understand the

role that mathematics plays in the world, to make well-founded judgments and to use and

Differentiated instruction: An Approach in Increasing Second Graders Mathematical Performance

 Division of Pampanga
engage with mathematics in ways that meet the needs of that individual’s life as a

constructive, concerned and reflective citizen.

The National Council of Teachers of Mathematics (NCTM) Standards have been

the centerpiece of mathematics education in the US for more than a decade, and their

influence has been apparent in the growth in reform-based research, curricula, and methods

of assessment. Added to that, the Standards have moved all but one state in the country to

adopt new content or curriculum standards in mathematics as of 2001.

The study shows that if math teachers understood the needs of the learners to

learned in mathematics, they may use it in a more practical manner (Chamberlin, 2011;

Smeaton & Waters, 2013). According to Lorimer (2011) asserts that differentiation is a

matter of pedagogical importance and thus all efforts should be made to use it effectively

in schools. However, many teachers find their efforts to implement DI met with obstacles

that eventually discourage them using the method at all (Smeaton & Waters, 2013). There

is some research about DI and math instruction. Former study (Lorimer, 2011; Parsad &

Spegelman, 2012; Robinson & Lubienski, 2011) analyzed the perceptions of K12 teachers

with DI implementation; there is need to examine elementary math teachers’ perception of

DI implementation and the DI implementation challenges and barriers for teachers to

successfully utilize DI in the classrooms (Tricarico & Yendol – Hoppey, 2012). If these

obstacles were aloof, teachers would able to implement DI in mathematics more

effectively.

As researchers focus their attention on studying classroom instruction, an

upsetting trend is emerging: while the diversity of student populations upsurges

dramatically, the diversity of teaching strategies among seasoned teachers tends to stay the

Differentiated instruction: An Approach in Increasing Second Graders Mathematical Performance

 Division of Pampanga
same (Hewitt & Weckstein, 2012). As teachers play “a critical role in fostering the spirit

of innovation and passion for learning among students” (Butt & Kausar, 2010, p. 107), it

is vitally necessary for teachers to effectively implement the methodology if it is indeed as

effective as current research declares it to be. Since the vast majority of classrooms are

comprised of students with varying levels of ability, maximizing the intellectual potential

of students should be the main objective of every classroom (Bloom, 2010); yet

unfortunately, student potential seems often to be separated from student performance

(Martin & Pickett, 2013). It has been suggested that the use of DI by teachers may bridge

the gap, contribute to curricular improvement, and unleash student learning potential and

increase learning growth (Parsad & Spiegelman, 2012). Differentiated instruction, also

called differentiation, is a process through which teachers enhance learning by matching

student characteristics to instruction and assessment. Differentiated instruction allows all

students to access the same classroom curriculum by providing entry point, learning tasks,

and outcomes that are tailored to students’ needs (Hall, Strangman, & Meyer, 2003). As

facilitator of learning, we have different activities that are appropriate to them.

In the study entitled Integrating multiple Intelligences and learning styles on

solving problems, achievement in, and attitudes towards math in six graders with learning

disabilities in cooperative groups by Mourad & Amaal (2013), results appear to indicate

that differentiated instruction is an effective instructional strategy for improving solving

problems, achievement in, and attitudes towards math test scores of students with learning

disabilities. The study has referential adequacy because this study could be replicated for

any performance task by any teacher wanting to test how students perform when learning

through integrating multiple intelligences and learning styles.

Differentiated instruction: An Approach in Increasing Second Graders Mathematical Performance

 Division of Pampanga
Adult students often express a need to know why they are being asked to

complete a certain assignment, especially if it does not resemble what the students might

consider traditional classwork. I found it very beneficial to explain frequently to my

students the reasons behind the various lessons and activities I presented to them. I also

included them in decision – making processes as frequently as possible. While I was sifting

through my data and sketching out the themes that I saw emerging concerning my research

question, according to Constanzo, 2001 in her study Adult Multiple Intelligences and Math.

The purpose of this qualitative phenomenological research study is to determine the

effect of Differentiated Instruction to increase the mathematical performance of the second

grader. As researcher focus their attention on studying classroom instruction, an upsetting

trend is emerging: while the diversity of student populations upsurges dramatically, the

diversity of teaching strategies among seasoned teachers tends to stay the same (Hewitt &

Weckstein, 2012). As teachers play “a critical role in fostering the spirit of innovation and

passion for learning among students” (Butt & Kausar, 2010, p. 107), it is vitally necessary

for teachers to effectively implement the methodology if it is indeed as effective as current

research declares it to be. Since the vast majority of classrooms are comprised of students

with varying levels of ability, maximizing the intellectual potential of students should be

the main objective of every classroom (Bloom, 2010); yet, unfortunately, student potential

seems often to be separated from student performance (Martin & Pickett, 2013). It has been

suggested that the use of DI by teachers may bridge the gap, contribute to curricular

improvement, and unleash student learning potential and increase learning growth (Parsad

& Spiegelman, 2012). Differentiated instruction, also called differentiation, is a process

through which teachers enhance learning by matching student characteristics to instruction

Differentiated instruction: An Approach in Increasing Second Graders Mathematical Performance

 Division of Pampanga
and assessment. Differentiated instruction allows all students to access the same classroom

curriculum by providing entry points, learning tasks, and outcomes that are tailored to

students’ needs (Hall, Strangman, & Meyer, 2003). As a facilitator of learning we have

different pupils with different needs and characteristics so we need to have different

activities that is appropriate to them.

Conceptual Framework

Figure 1 presents the schematic diagram of the study that will be of used in

gathering pertinent data in assessing the differentiated activities based on the needs in

increasing the mathematical performance of the second graders.

The quasi experimental model will be used in this study.

The experimental group will be exposed to the experimentation of the effectiveness

of the used of differentiated instruction in increasing the second graders mathematical

performance.

In contrast, the controlled group will continue the conventional instruction wherein

they will just discuss all the lessons covered and apply quality standards prescribed by the

DepEd.

The pre-test and post-test results of the pupils in the experimental group will be

compared to the pre-test and post-test of the pupils in controlled group. The researcher will

identify from the results if the differentiated instruction activities is more effective than the

traditional way of teaching.

Differentiated instruction: An Approach in Increasing Second Graders Mathematical Performance

 Division of Pampanga

Differentiated Instruction Conventional Instruction

Mathematical
Performance

Figure 1: Schematic Diagram of Study

Research Problem

This study aims to evaluate the Differentiated Instruction in increasing second

graders mathematical performance in San Isidro Elementary School, Sta. Ana District.

Specifically, this study seeks to answer the following questions:

1. What is the Mathematical Performance of the content and experimental

groups before using differentiated instruction?

2. What is the Mathematical Performance of the control and experimental

groups after using differentiated instruction?

3. Is there a significant difference between the control and experimental

groups pre-test and post-test results?

Hypothesis

There is a significant difference between the pupils’ performance in mathematics

who experience differentiated instruction and for those pupils experience conventional

teaching.

Significance of the Study

The result of this study will be significant to the school heads, teachers’ and future

researcher.

Differentiated instruction: An Approach in Increasing Second Graders Mathematical Performance

 Division of Pampanga
School heads may upgrade and integrate different activities by providing enough

materials and equipment providing funds. To facilitate the learning and capacitate their

teachers in Mathematics.

Teachers as the facilitators of learning may determine the different activities that

the learners need and create or replicate the activities in teaching concepts in Mathematics

if they found out positive effect on the performance of their learner.

Future Researcher. This study may serve as reference in conducting the same

study.

Scope and Limitation

San Isidro Elementary School, Sta. Ana District which has a total population of

Fifty-eight (58) Grade Two pupils. The conduct of the study will be confine in this school

and in one particular grade level with two sections where in the first section serve as the

control group and the second section serves as the experimental group. Apparently, the

lack of funds and materials will serve as a delimitation of this study. The data for the

previous school year will be used to answer the research questions.

Definition of Terms

To better understand this study, the following terms are defined operationally and

technically:

Academic Performance - It refers to academic achievement relating to school

education. In this study, it refers to the result of the pre-test and post-test. According to the

Cambridge University Reporter (2003) is defined in terms of examination performance. It

refers to what the student has learned or what the skills gained usually measured by paper

and pencil test or performance test.

Differentiated instruction: An Approach in Increasing Second Graders Mathematical Performance

 Division of Pampanga
Differentiated Instruction – It refers to the intervention used by the researcher to

enhance the mathematical proficiency of the pupils in Sixth Grade. According to Carol

Ann Tomlinson, Differentiation means tailoring instruction to meet individual needs.

Whether teachers differentiate content, process, products, or the learning environment, the

use of on-going assessment and flexible grouping makes this a successful approach to

instruction.

Mathematical ability - Mathematical ability is a human construct, which may be

defined cognitively or pragmatically, depending on the purpose of definitions. Cognitive

definitions are used when relating to this construct from a theoretical perspective;

mathematical ability can then be defined as the ability to obtain, process, and retain

mathematical information (Krutetskii 1976; Vilkomir and O’Donoghue 2009)

Post-test. It refers to the written test administered by the researcher to the

participants of the study after the application of the activity made in teaching Mathematics

VI to govern their level of understanding on the topics covered by the experimentation.

Pre-test. It refers to the written test administered by the researcher to the

participants of the study before the application of the activity made or discussion of a

particular subject using traditional method to determine their level of understanding or

stock knowledge about the topics covered by the experiment.

Differentiated instruction: An Approach in Increasing Second Graders Mathematical Performance

 Division of Pampanga

Methods

This chapter presents the method and techniques, population of the study,

instrument of the study, and the data processing and statistical treatment.

Research Design

This study will utilize the quasi experimental methods research in gathering data

and information to test and evaluate the effectiveness of the Differentiated Instruction in

Increasing the Second Graders Mathematical Performance at San Isidro Elementary

School. Experimental design will be used in this study for the researcher to assess the used

of differentiated instruction in Increasing the Second Graders Mathematical Performance.

This research study will used quantitative approach. A quantitative approach is

one in which the investigatory primarily uses postpositive claim for developing

knowledge (i.e., cause and effect thinking, reduction to specific variables and

hypotheses and question, use of measurement and observation, and the test of

theories) employs strategies of inquiry such as experiment and survey and collect

data on predetermined instrument that yield statistics data. Quantitative research focuses

on gathering numerical data and generalizing it across groups of people or to explain a

particular phenomenon (Earl, 2010). In addition, it employs strategies of inquiry such as

experiments and surveys, collects data on predetermined instruments that yield statistical

data (Creswell, 2003).

The researcher will used the pre-test-post-test design that involves three steps

: (1) administering a pre-test measuring the dependent variable; (2) applying the

experimental treatment X to the subjects; and (3) administering a post-test, again

Differentiated instruction: An Approach in Increasing Second Graders Mathematical Performance

 Division of Pampanga
measuring the dependent variable. Differences attributed to application of the

experimental treatment are then evaluated by comparing the pre-test and post-test score.

Participants of the Study

This study will involve fifty-eight (58) Grade II pupils of San Isidro Elementary

School, Sta. Ana District, Division of Pampanga- a public non-central school located at

San Isidro, Sta. Ana, Pampanga. A total of fifty-eight (58) grade II pupil – respondent in

this study will participate twenty-nine (29) belong to the control group and twenty-nine

(29) for the experimental group.

The table illustrates the total population of the respondents according to their

respective groups.

Table 1
Frequency Distribution of the Participants of the Study

Section Number of Pupil – Respondents %

One 29 50

Two 29 50

Grand Total 58 100

Table 1 illustrates the pupil-respondents in San Isidro Elementary School.

In getting the pupil-respondent, the purposive sampling technique will be used in selecting

the respondents for the study. Purposive or judgmental sampling enables the researchers to

use his/ her judgment to select cases that will best enable him/ her to answer the research

question (s) and to meet the objectives. This form of sample is often used when working

Differentiated instruction: An Approach in Increasing Second Graders Mathematical Performance

 Division of Pampanga
with very small samples such as in case study research and when the researcher wishes to

select cases that are particularly informative Neuman, 2005; cited by Saunders, et al.,

2010).

The purposive sampling technique will be applied in selecting the participants in

the study. Purposive sampling represents a group of different non – probability sampling

techniques. Also known as judgmental, specific or subjective testing, purposive sampling

relies on the judgement of the analyst with regards to choosing the units (eg. people, cases)

associations, occasions, bits of information) that is to be studied. Usually, the example

being researched is very little, particularly when contrasted and likelihood examining

strategies (Leard Dissertation, 2012).

Therefore, as implied by the sampling technique, the researcher will purposively

select two (2) classes with two (2) sections in Grade II. They will be purposively selected

since that these are only the sections that the researcher is handling.

Instrument

The major instruments that will be used in gathering data are the pre-test and post-

test in order to collect the data needed to validate the study. These instruments will be

constructed by the teacher-researcher and will be validated by the mathematicians in the

Division of Pampanga.

In Addition, an unstructured interview will be conducted to obtain needed

information to substantive the breakdown of the findings. It will be conducted in an

informal manner so as not to inhibit and intimidated the respondents from answering.

Sample questions that will be asked to the participants include the following “Did you

learned best when we use Differentiated Instruction?” “Are you happy using the activities

Differentiated instruction: An Approach in Increasing Second Graders Mathematical Performance

 Division of Pampanga
based on your intelligences?” ‘What do you preferred to use differentiated instruction

activities based on your intelligences or the traditional way?”

Data Collection

Formal communication requesting for permission to conduct the study in San Isidro

Elementary School, Sta. Ana District, Division of Pampanga will be sought from the

concerned officials on DepEd, particularly the Division Superintendent of the Division of

Pampanga and to the concerned School Principal. Consent of parents will also be secured

in formal communication by informing them of their children’s participation in the study

with emphasis on the noble objective of the activity and the pupils’ safety. Upon approval,

the researcher will formally start the experiment.

To ensure the face and content validity of the pre-test, the draft will be presented to

the experts in the field of education and mathematics

The researcher will be preparing a lesson guide in Mathematics II particularly in

the Measurement lesson paralleled to the lesson guide found on the Teachers Guide for

Mathematics II. Each lesson will be presented using the Differentiated Instruction

activities.

The researcher will personally administer the pre-test. In the administration of the

test, the researcher will ensure that the participants have a very clear understanding of how

to answer the specific questions in the test. They will be checked, tallied, tabulated and

subjected to statistical treatment with the help of a reliable statistician.

Ethical Considerations

The researcher will strictly adhere to the ethical standards in conducting research

promulgated by the university. Written permission will be sought from concerned officials

Differentiated instruction: An Approach in Increasing Second Graders Mathematical Performance

 Division of Pampanga
of DepEd before the administration of the experimental study. The researcher secured

permission from the parents as well to allow their children to participate in the

experimentation.

The researcher will assure to protect the study with the principles of privacy and

confidentiality. Data will be strictly kept and protected and will only be used in the nature

and the purpose of the study. Furthermore, the researcher will recognize the rights of the

participants to withdraw from the conduct of the study in case they choose to do so.

Statistical Treatment of Data

The data gathered will be treated using the SPSS statistics version 22. In analyzing

and interpreting the data collected, descriptive statistical tools such as frequency count,

percentage, mean and inferential statistical tools such as t-test and ANOVA will be used.

Likewise, the descriptive ratings and numerical ratings of the grades of the students

will be based from the following:

Weighted Average Descriptive Rating

74% and below Did Not Meet Expectations
75% - 79% Fairly Satisfactory
80% - 84% Satisfactory
85% - 89% Very Satisfactory
90% and above Outstanding

Meanwhile, mean will be used in treating the scores of the two groups in the pre-

test and in the post-test in Statement of the Problem numbers 1, and 2 and the effectiveness

of the differentiated instruction as reflected in Statement of the Problem number 3 .

The descriptive rating and numerical ratings on the innovation implemented by the

mathematics teacher will be based from the following.

Differentiated instruction: An Approach in Increasing Second Graders Mathematical Performance

 Division of Pampanga
Point
Weighted Mean Descriptive Rating Interpretation
Scale
4.21 – 5.00 5 Always Highly Contributory
3.41 – 4.20 4 Often Contributory
2.61 – 3.40 3 Sometimes Moderate Contributory
1.81 – 2.60 2 Seldom Less Contributory
1.00 – 1.80 1 Never Not Contributory

On the other hand, inferential statistics such as t-test will be used in determining

significant difference between the mean scores of the controlled and experimental groups

in their pre-test and post-test. The significant difference will be displayed with the output

of the SPSS statistics used in analyzing the data. Probability values greater than 0.05 will

signify no significant difference while values less than 0.05 will indicate significant

difference that requires accepting the alternative hypothesis.

Differentiated instruction: An Approach in Increasing Second Graders Mathematical Performance

 Division of Pampanga
References

Armstrong, Thomas Ph.D. (1998-2000) Multiple intelligence article. Retrieved from

http://www.det.wa.edu.au/curriculumsupport/giftedandtalented/detcms/navigation/id
entification-provision-inclusivity-monitoring-and-assessment/provision/teaching---
learning-models/multiple-intelligence-model/

Bacon, Roger (1214-1294). “Mathematics in daily life”. Retrieved from

https://elikakurniadi.wordpress.com/2011/11/10/224/

Bednar, Coughlin, Evans, & Sievers (2002) ““Using Multiple Intelligence Theory in
Math Teaching”. Retrieved from http://blog.scientix.eu/2015/01/using-multiple-
intelligence-theory-in-math-teaching/

Bianco, Matt (2015). “Why Math Is Important: The Student View”. Retrieved from
https://members.classicalconversations.com/article/why-math-important-student-
view

Costanzo (2011) “Adult Multiple Intelligences and Math”.

DepEd Order No. 73, s. 2012. “Guidelines on the Assessment and Rating of Learning
Outcomes under the K to 12 Basic Education Curriculum”. Retrieved from
(http://www.deped.gov.ph)

Dienes, Z. P. “Building up Mathematics”. London: Hutchinson Education Ltd. 1960

Douglas, Burton and Durham (2008) “The Effects of the Multiple Intelligence Teaching
Strategy on the Academic Achievement of Eighth Grade Math Students” Retrieved
from
https://www.researchgate.net/publication/234613535_The_Effects_of_the_Multiple_
Intelligence_Teaching_Strategy_on_the_Academic_Achievement_of_Eighth_Grade
_Math_Students

Education Committee of the European Mathematical Society (2012) “Current issues on

Mathematics Education around Europe”. Retrieved from https://www.euro-math-
soc.eu/ems_education/Country_Reports_Education_Committe.pdf

Feuer, M., Towne, L;, & Shavelson, R. (2002). Scientific culture and educational
research. Retrieved from https://doi.org/10.3102/0013189X031008004

Galvez, Lucky.(2009) “Tools in Teaching Basic Math”. Retrieved from

(http://de.slideshare.net/internscpu/trends-in-math-teaching).

Gilman, Lynn (Fall 2001) “The Theory of Multiple Intelligences”. Retrieved from
http://www.intelltheory.com/mitheory.shtml

Differentiated instruction: An Approach in Increasing Second Graders Mathematical Performance

 Division of Pampanga
Goodnough, K. (2001). Exploring multiple intelligences theory in the context of science
education: An action research approach. Dissertation Abstract International, 61,
2146.

Hall, Strangman, & Meyer, (2003) “Differentiated Instruction”. Retrieved from

https://www.edison.k12.nj.us/cms/lib2/NJ01001623/Centricity/Domain/58/DI_def
inition_and_strategies.pdf

Hoff, D. (2002). Bush to push for math and science upgrade. Education Week. 22(12),
19,24. Retrieved from http://hub.mspnet.org/index.cfm/9401

Kandeel, Refat A. (2016)“Multiple Intelligences Patterns among Students at King Saud

University and Its Relationship with Mathematics’ Achievement”. Retrieved from
https://files.eric.ed.gov/fulltext/EJ1100962.pdf

Mourad Ali Eissa, PhD 1 Amaal Ahmed Mostafa2 2013 Integrating multiple intelligences
and learning styles on solving problems ,achievement in, and attitudes towards math
in six graders with learning disabilities in cooperative groups

National Council of Teachers of Mathematics (1980). An agenda for action. Reston, VA:
NCTM. Retrieved from https://www.nctm.org/Standards-and-Positions/More-
NCTM-Standards/An-Agenda-for-Action-(1980s)/

PISA (2012)”Mathematical Literacy”. Retrieved from

http://www.oecd.org/education/school/programmeforinternationalstudentassessmen
tpisa/33707192.pdf

Ranguelov, Stanislav; Motiejunaite, Akvile; Kerpanova, Viera; Parveva,

Teodora; Noorani, Sogol Mathematic in Europe: Common Challenges and
National Policies Vassiliou, 2011 Retrieved from
https://publications.europa.eu/en/publication-detail/-/publication/3532f22d-eea2-
4bb2-941b-959ddec61810/language-en

Silver , H. & Hanson , J. & Perini , M. ( 1997 ). Integrating Multiple intelligences and
learning styles . Educational Leadership ,Vol. 55(1), 22-27

The Times of India (2015). “The importance of maths in everyday life”. Retrieved from
https://timesofindia.indiatimes.com/city/guwahati/The-importance-of-maths-in-
everyday-life/articleshow/48323205.cms

Thomas, Jan (2006) Mathematics education in Australia, 1980-2011 Retrieved from

https://www.austms.org.au/Publ/Gazette/2011/Jul11/MathsMatters.pdf

Vasilescu, Irina (2015) “Using Multiple Intelligence Theory in Math Teaching”.

Retrieved from http://blog.scientix.eu/2015/01/using-multiple-intelligence-theory-
in-math-teaching/

Differentiated instruction: An Approach in Increasing Second Graders Mathematical Performance

 Division of Pampanga
Woodward, John “Mathematics Education in the United States: Past to Present”.
Retrieved from
https://pdfs.semanticscholar.org/c257/8ef24966178cf1c6895a8602e7d3fd3e0017.
pdf

Yee and Sy Mathematics in Southeast Asia: Challenges and Opportunities A Brief

Summary and Recommendations. Retrieved from

https://www.mathunion.org/fileadmin/CDC/cdcuploads/CDC_MENAO/SEA_Summary_

01.pdf

Differentiated instruction: An Approach in Increasing Second Graders Mathematical Performance

 Division of Pampanga

Appendix 1: Request Letter to the Principal to conduct a Quantitative Research

Department of Education
Region III
Division of Pampanga
District of Sta. Ana
SAN ISIDRO ELEMENTARY SCHOOL
San Isidro, Sta. Ana, Pampanga

Date:

Mrs. CELIA B. ALARCON

Principal II
This School

Madam:
Greetings in the matchless name of our Lord Jesus Christ!

May we request you to allow us to conduct my Quantitative Research entitled

“Differentiated Instruction: An Approach in Increasing
Second Graders Mathematical Performance”.

May this humble request merit your kind approval. Rest assured that the
information that will be found in our study will be treated with outmost confidentiality.
Thank you very much for your kind and God bless!

Very truly yours,

ARJAY M. CANLAS

ARIES R. MESINA
Researchers

Approved by:

CELIA B. ALARCON
Principal II, SIES

Differentiated instruction: An Approach in Increasing Second Graders Mathematical Performance

 Division of Pampanga

Appendix 2: Endorsement of the Principal to the Office of the Schools Division

Superintendent: Zenia G. Mostoles Ed.D CESO V, thru Mr. George Jose Maria C. Guilas,
EPS – 1 Planning and Research.

Department of Education
Region III
Division of Pampanga
District of Sta. Ana
SAN ISIDRO ELEMENTARY SCHOOL
San Isidro, Sta. Ana, Pampanga

Date: January 23, 2020

ZENIA G. MOSTOLES, Ed.D., CESO V

Office of the Schools Division Superintendent

Attention: George Jose Maria C. Guilas

EPS – I – Planning and Research

Madam:

Respectfully endorsed to your good office through the School Governance and
Operations Division the Action Research Proposal in Mathematics of Mr. Arjay M. Canlas
and Mr. Aries R. Mesina entitled “Differentiated Instruction: An Approach in
Increasing Second Graders Mathematical Performance” for approval.

CELIA B. ALARCON
Principal II, SIES

Differentiated instruction: An Approach in Increasing Second Graders Mathematical Performance

 Division of Pampanga

Differentiated instruction: An Approach in Increasing Second Graders Mathematical Performance