Didactical action of teachers of mathematics with respect to classroom differentiation
An inquiry to classroom-differentiation-behaviour of teachers of mathematics in transition classes of schools for general secondary and pre-university education (MAVO-HAVO-VWO) in the Netherlands.
In the early nineties of the last century Peter van 't Riet did research on didactical action of teachers of mathematics, in particular on their classroom differentiation behaviour, that is the way in which they deal in their lessons with the differencies between better en weaker pupils. In his inquiry two forms of classroom differentiation behaviour were involved: product-oriented and process-oriented differentiation behaviour. The research was focussed on the influence of grouping (heterogeneous versus homogeneous) and of the differentiation method of schoolbooks for mathematics education (also product-oriented versus process-oriented) on the direction of the classroom differentiation behaviour of the teachers. The inquiry delivered a list of professional capabilities for teachers of mathematics and a list of recommandations for the teacher training. On the 10the of april 1995 Peter van 't Riet defended his dissertation on this inquiry in the Faculty of Psychological and Pedagogical Sciences at the Free University in Amsterdam. You can download the summary of his dissertation by clicking on the title of the following article. The full text of the dissertation can be downloaded on the Dutch part of this website at "Biografie".