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2014-11-30
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This research investigates how a mathematics teacher and a literacy expert co-teach to provide differentiated instruction in a general education setting within a heterogeneous classroom, i.e. instruction is tailored so that all students can work within their Zone of Proximal Development (ZPD). Vygotsky's ZPD theory has been shown in research as a valuable tool towards assisting students with successful problem solving outcomes through student-to-student interaction, and through student and teacher interaction. Collaboration between a mathematics teacher and a literacy expert and how they differentiate instruction will be investigated through a case study.