Assessment 1: Review literature
Addressing differentiation in mathematics classrooms
Abstract
As today's classrooms become more diverse, educational authorities, instructors, and school administrators are seeking for learning and teaching methodologies that can accommodate a wide range of learning profiles. Differentiated instruction is a model that is gaining traction in various educational settings. The classroom's organisation, management, and material are all proposed to be rethought in this paradigm. It encourages participants in the learning setting to become more involved in the process, which benefits everyone. The goal of this study is to bring together the information that supports a change to a new model of education system.
Table of Contents
Abstract    2
Introduction    4
Literature Review    4
The purpose of the literature review    5
Methods    5
Results/Discussion    6
Differentiated Instructions    6
Engaging student    6
Catering for Interest, Learning Profile, Readiness    6
Conclusion    7
References    8
Introduction
Student demographics have changed dramatically in the last two or three decades, as seen by current educational trends across the world. Teachers in many circumstances do not appear to have modified their approaches to keep up with these shifts, despite the fact that the homogeneity of the past has been replaced by vast variety. This research focuses on the elements that exacerbate a shift in instructional practise and proposes a grounded learning theory to facilitate the move to differentiated teaching. Finally, as a reaction to learner variation, the differentiated teaching paradigm is given.
    
Literature Review
Vygotsky's (1962) and subsequently Wertsch's (1991) “sociocultural theory has substantial consequences for teaching, schooling, and education (Lindner, and Schwab, 2020). It is predicated on the idea that each learner must be analysed in the context of his or her social and cultural surroundings. This type of situatedness is required for the development of higher-order functions, and it can only be learned and nurtured through social contact. Education is viewed as a process, not a product, according to this viewpoint, author added.
Before teaching a new skill or introducing new knowledge, responsive education recognises what the learner already understands (Bondie, Dahnke, and Zusho, 2019). Language and speech, according to Vygotsky, are instruments that humans utilise to manage their social contexts. The teacher's role shifts to that of a facilitator of activities and significant experiences, helping the student to reach his or her proximal growth zone.
A look at Vygotsky's developmental theory and how it relates to learning and teaching in the twenty-first century. Within the context of modern education, the domains of social contact, teacher-student engagement, physical space and arrangement, meaningful instruction, scaffolding, student aptitude, and effective material all become components to consider. Vygot's theory, with its focus on social interaction, views the student-teacher connection as collaborative, with the learning process being reciprocal.
The instructor would plan a lesson such that it takes the student slightly above his or her present developmental level, building on what the student already knows while pushing the student to go on into more difficult areas. The teaching environment would be designed to encourage interaction, including the physical form of the furnishings. Lesson material will also be relevant, piquing learners' attention and laying the groundwork for the usage of mediating tools such as language (Albiladi, and Alshareef,...