Original Research

Natural differentiation in the teaching of mathematics to children starting school

Petra Scherer
South African Journal of Childhood Education | Vol 3, No 1 | a33 | DOI: https://doi.org/10.4102/sajce.v3i1.33 | © 2013 Petra Scherer | This work is licensed under CC Attribution 4.0
Submitted: 08 May 2014 | Published: 01 June 2013

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Petra Scherer, University of Duisburg-Essen, Germany

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This article presents a number of carefully selected activities for the mathematics classroom in the early grades. The motivation for their selection is the development of concepts rather than the learning of the procedural skills of arithmetic. As the teacher is faced with a great heterogeneity of children starting school, the concrete learning environment should fulfil several requirements. On the one hand, the environment has to represent core mathematical principles, and, on the other hand, they have to be suitable for all learners in an inclusive classroom. The concrete formats themselves serve a specific conceptual purpose, while, at the same time, addressing, in an integrated way, the needs of a variety of learners with different levels of competence.


arithmetic, heterogeneity, low achievers, natural differentiation, investigative learning, operative principle


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Crossref Citations

1. Assistance of students with mathematical learning difficulties: how can research support practice?
Petra Scherer, Kim Beswick, Lucie DeBlois, Lulu Healy, Elisabeth Moser Opitz
ZDM  vol: 48  issue: 5  first page: 633  year: 2016  
doi: 10.1007/s11858-016-0800-1