A short, practitioner-focused research briefing which summarises research on differentiated learning and considers how it could be used to improve learner outcomes in numeracy and mathematics. It has a particular focus on meeting the needs of children from disadvantaged backgrounds.
Teachers, practitioners, local authority staff, educational psychologists and others who are involved in planning or supporting learning in numeracy or mathematics.
PDF file: Briefing 1: Differentiated learning in numeracy and mathematics (215 KB)
The briefing draws on a range of existing research including small and large scale studies and reviews. The majority of research comes from the USA.
Although this is not a comprehensive overview of the research in this area, it is designed to be a useful starting point in becoming familiar with relevant research.
This briefing was produced to support professional reflection as part of the Scottish Attainment Challenge. Education Scotland’s Corporate Plan explicitly seeks to develop capacity in promoting the translation of knowledge into action for systematic improvement.
The following questions may provide a stimulus for discussion:
The briefing was developed by the Analytical Services Team at Education Scotland, working in partnership with educational staff with responsibility for mathematics and numeracy.
Education Scotland – National Numeracy Progression Framework
Ministry of Education, Ontario (Canada) – Differentiating Mathematics Instruction – Capacity Building Guide (PDF)
Education Endowment Foundation – Setting or streaming
This briefing is not a comprehensive overview of published research in a particular area. Nor is it a definitive statement of policy or a recommendation to adopt a particular approach.
Education Scotland (2015). Differentiated Learning in Numeracy and Mathematics: Briefing 1. Livingston: Education Scotland.