THE PHENOMENON OF DIFFERENTIATION OF THE LEARNING TASK AS A WAY TO SUPPORT ALL PUPILS IN THE CLASSROOM

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 toward solving tasks and ways of acquiring new knowledge and skills. However, many teachers are not adequately prepared to do this, and there are very few relevant literature and research investigations to help them in practice. The purpose of this research study is to analyze the pedagogical means of differentiating learning tasks and to analyze aspects of the scope, content and timing of tasks in the subject of mathematics for primary school pupils. The aim of the study is to present the means of differentiation of learning tasks in the real process of education. Based on several case studies of teachers from the Pardubice, Hradec Králové and Central Bohemia regions, we present good practice examples of what aspects of differentiation of learning tasks teachers use in heterogeneous groups of pupils.