Virtualiųjų mokymosi priemonių taikymo galimybės matematikos pamokose 7-8 klasėse, siekiant ugdymo diferencijavimo
Recenzentas / Rewiewer |
Licencinė sutartis Nr. MRU-EDT-1816.
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Although the benefits of differentiated instruction and the integration of educational technologies are widely recognized in educational research, practical implementation in mathematics classrooms, especially in grades 7–8, remains inconsistent. In recent years, the issue of insufficient student performance in mathematics has become increasingly urgent in Lithuania, especially following changes to national examination requirements. As research shows, one of the key ways to improve learning outcomes is through differentiated instruction, which allows for a more tailored learning experience adapted to students' needs, abilities, and learning styles. However, teachers often face difficulties in applying differentiation strategies due to limited time, resources, and support. Digital learning tools are considered a promising solution to overcome these challenges by enabling the personalization of content, processes, and assessment. Nevertheless, there is still a lack of detailed research into how these tools can be systematically used to support differentiation in practice. The aim of this study is to analyze the possibilities of using virtual learning tools in mathematics lessons in grades 7–8 to ensure differentiated instruction. Research objectives: To justify the concept of differentiated instruction in the modern educational environment. To define the role of virtual learning tools in supporting differentiation in mathematics teaching. To examine teachers’ attitudes toward the use of digital tools for differentiation in mathematics lessons in grades 7–8. To address these goals, a theoretical analysis of scientific literature was conducted, and a quantitative study was carried out using a questionnaire survey method. The data collected from mathematics teachers were analyzed using descriptive statistics and correlation analysis. The results reveal that mathematics teachers positively evaluate the potential of virtual learning tools to facilitate differentiated instruction. Teachers highlight the benefits of these tools in identifying students’ individual needs, planning instruction, and implementing diverse teaching strategies in a single lesson. However, challenges such as lack of digital competencies, technical issues, and insufficient infrastructure hinder full integration. Correlation analysis showed a significant relationship between teachers’ qualification levels and their positive attitudes toward digital tools for differentiation, while no significant correlations were found with teachers’ age or work experience. This suggests that higher-qualified teachers, likely due to more frequent participation in professional development activities, are more inclined to use virtual tools for differentiated instruction. Overall, the findings emphasize the need to strengthen teacher training, improve school infrastructure, and promote consistent use of virtual tools to ensure more effective differentiation in mathematics education.