Differentiation of Math

As a classroom teacher one of the challenges I face is finding the time and resources to differentiate instruction in a way that is truly effective so that all students are able to learn at their level. My typical math classes of about 26 students consist of a diverse range of learning styles and needs. There are usually about 6 students on IEP's, 8-12 Title One students, several Hi-Cap students and students who are in the range of being at gradelevel. The challenge this presents for math is finding activities that are both engaging and appropriate so that students are able to work the zone of proximal development.
In the Math Masters Program, every concept we have explored has been approached from a very multi-modal aspect. The activities are geared specifically toward building conceptual understanding. Many of the activities we do provide a variety of ways to make connections and build upon prior understanding. A great example is; currently in my Geometry class we are studying about angles and constructing perpendicular and parallel lines to create a transversals. Instead of simply using a compass, we approached the concept from several aspects. We used paper-folding, which was a very tactile,concrete way to see the "why". We also did a compass construction and had to tie those two methods together by explaining why the compass construction worked, and then we used a computer program to create and construct the same figures and properties.
By exploring this concept in multiple ways, it showed how you can approach differentiation in the classroom by using non-traditional methods of exploration that build on conceptual understanding, and appeal to different learning preferences and needs. My own understanding of the concept has deepened immensely by having experienced a familiar concept in new ways. This particular lesson has given me a whole new set of activities for which to approach differentiaion when I teach Geometry.
I would like to add that the experience I've had in Geometry class has been typical of my experience in all the math classes I've taken. There are so many approaches to learning math that are rich, engaging and multi-modal and they are an absolute necessity for differentiating instruction compared to some of the more traditional methods that have been taught in classrooms in the past. These experiences have directly effected how I design my lessons, which has had an immediate effect on student learning. It's been a very exciting and rewarding journey over the past year. As always I look forward to the classes ahead.
Jennifer Nelson