Instructional Moves that Increase Chances of Engaging All Students in Learning Mathematics

Despite the construct of challenge being recognized as an essential element mathematics instruction, concerns have been raised about whether such approaches benefit students with diverse academic needs. In this article, we focus on beliefs and instructional practices teachers teaching in first three years school (5 to 8 age). These participated professional learning focused challenging mathematical tasks differentiated through their open-ended design use enabling extending prompts. The are explained using Theory Didactical Situations. Questionnaire data from pre-intervention (n = 148) post-intervention 100) groups indicated that group held more negative than those capability involving a priori grouping by performance levels. Interviews ten revealed characterized ways employed prompts engage all learners. Findings reveal knowing individual learners accompanied knowledge range differentiate instruction central engaging