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    Differentiated Instruction: Its effect on proximal development

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    Author
    Least, Stephanie K.
    Keyword
    Differentiated Instruction
    Proximal Development
    Coteaching
    Mathematical Literacy
    Date Published
    2014-11-30
    
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    URI
    http://hdl.handle.net/20.500.12648/5745
    Abstract
    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.
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