Differentiation of the Learning Task as a Principle for Developing an Inclusive Approach to Pupils in Primary Education

Abstract

The research focuses on the current trend of increasing the quality of education, which brings increased demands on teacher competencies when introducing differentiated instruction for primary school students from the very beginning of their schooling. When teaching mathematics, teachers encounter a variety of pupils‘ attitudes towards solving tasks and ways of acquiring new knowledge and skills. However, many teachers are not adequately
prepared to do this and there is very little relevant literature and research investigations to help them in practice. The purpose of this research study is to analyze the pedagogical means of differentiating the learning task and to analyze the aspects of the scope, content, diffi culty and timing of the tasks assigned in the subject of mathematics for primary school students. Taking into account Bloom‘s taxonomy of educational objectives. Using several case studies of teachers from the Pardubice, Hradec Králové and Central Bohemia regions, we present good practice examples of the aspects of differentiation of the learning task in the subject of mathematics and geometry used by teachers in heterogeneous groups of pupils.