Investigation of the effect of differentiated teaching practice on second grade students' mathematics achievement and their views on differentiated teaching practices

The aim of this study is to examine the effects of differentiated teaching practices on second grade students' mathematics achievement and their views on differentiated teaching practice. In the research, the quasi-experimental design of the quantitative approach with pretest posttest control group was used. The study was carried out with a total of 32 second grade students, 16 in the experimental group and 16 in the control group, studying at Şehit Sinan Primary School in Şahinbey district of Gaziantep. As a data collection tool in the research, the " Math Achievement Test" prepared by the researcher, which was applied to the experimental and control groups as a pre-test and post-test, and the data on the opinions of the experimental group students were collected with "Survey Questions". In the analysis of the collected data, the difference between the scores of the experimental and control group students was analyzed using the independent sample t test. The difference between the pretest and posttest scores of the experimental group was analyzed with the dependent sample t test. Analysis of student views was analyzed by content analysis. In line with the findings, no significant difference was found between the differentiated teaching practice pre-test and post-test scores of the students in the experimental and control groups. A significant increase was observed in the average scores in favor of the experimental group. A significant difference was found between the pre-test and post-test scores of the experimental group. It was determined that the students enjoyed the lesson about the differentiated teaching method, it was easy for them to learn the subject and they had positive opinions about the efficiency of the lesson. Suggestions about the differentiated teaching method were made to the researchers, stating that students should determine their interests, readiness and learning styles well while preparing the lesson plan and activity. Keywords: Differentiated teaching, teaching mathematics, extraction process, teaching method