Motivating elementary students in math can be a challenge. The author describes action research designed to determine the effects of differentiated instruction on 4th graders' academic achievement and motivation. Using a student self-assessment technique, the teacher had positive gains in both mathematics and motivation. The authors provide tips for conducting a differentiated classroom.
A self-assessment system enables teachers to differentiate elementary mathematics instruction, which boosts both student learning and students' sense of themselves as mathematicians.
Available at: http://works.bepress.com/dannelle_stevens/10/