Dissertations / Theses on the topic 'Using Differentiated Instruction'

Many school going learners in South African schools face a daily challenge of reading and comprehending texts written in English their first additional language (AL1). Learners need to develop their basic interpersonal communication skills and cognitive academic language proficiency to make sense of that which they are reading. Many South African learners lack basic comprehension skills and in general have low literacy rates. If learners master basic reading comprehension skills they could possibly overcome many of the challenges they face. However all learners have unique learning needs, making it imperative to differentiate the instruction of reading comprehension. For this reason the study looked at the use of dynamic assessment to guide the differentiated instruction of reading comprehension skills. The research was qualitative, conducted within a combination of constructivist, social-constructionist and social-constructivist paradigmatic perspectives. The study took the form of a case study at a predominantly Afrikaans school in a small town in South Africa. The Grade 7 learners were grouped into four bands according to their average reading comprehension performance. By means of a combination of convenience, purposive and random sampling strategies, sixteen participants were selected from the different bands. Observations, participants answer sheets, individual discussions and a researcher s journal were used as data collection strategies. Three reading comprehension tasks focusing on different text types were administered to all the classes. From the results obtained from the first and second tasks lessons on basic reading comprehension strategies were designed and presented in class. The participants received mediation additionally during individual discussions subsequent to the first two reading comprehension tasks. During the process of data analysis both a priori and emerging codes were utilised and combined to form five overall themes for further analysis, namely Vocabulary, Background knowledge, Knowledge of text organization, the Assessment experience and Principles of the zone of proximal development. The findings revealed that five dynamic assessment strategies could possibly be successfully utilised in the Grade 7 classroom to inform the differentiated instruction of reading comprehension skills: 1) Dialogue between teachers and learners; 2) The careful construction of questions in an attempt to prevent the assessment instrument in itself from becoming a barrier to learning; 3) Phrasing questions in such a way that they guide learners to specific parts of text where answers can be found; 4) Including word explanations in the assessment instrument; and 5) Referring learners who lack basic reading skills for appropriate remedial programmes.
In Suid-Afrika ervaar heelwat skoolgaande leerders `n daaglikse uitdaging om tekste in Engels hulle eerste addisionele taal (AT1) - te lees met begrip. Indien leerders leesmateriaal met genoegsame begrip wil lees, moet hulle basiese interpersoonlike kommunikasievaardighede en kognitiewe akademiese taalvaardigheid ontwikkel word. Baie Suid-Afrikaanse leerders se basiese leesbegripvaardighede is ontoereikend en verder toon baie leerders ook in die algemeen `n lae geletterdheidsvlak. Baie van die uitdagings wat leerders ervaar kan moontlik oorbrug word indien hulle basiese leesbegripvaardighede bemeester. Tog het alle leerders unieke leerbehoeftes en juis daarom is dit noodsaaklik om die onderrig van leesbegripvaardighede te differensieer. Juis daarom het die studie gefokus op die gebruik van dinamiese assessering om die gedifferensieerde onderrig van leesbegripvaardighede te rig. Die navorsing was kwalitatief en uitgevoer binne `n kombinasie van konstruktivistiese, sosiale- konstruktionistiese en sosiale-konstruktivistiese paradigmatiese raamwerke. Die studie het die vorm van `n gevallestudie by `n oorwegend Afrikaanse skool in `n klein dorpie in Suid-Afrika aangeneem. Die Graad 7 leerders was volgens hulle gemiddelde leesbegrip prestasie in vier verskillende groepe verdeel. Deur middel van `n kombinasie van gerieflikheids-, doelmatige-, en ewekansige steekproefopnames is sestien deelnemers geselekteer uit die verskillende groepe. Observasies, deelnemers se antwoordblaaie, individuele gesprekke en `n navorsersjoernaal is gebruik as data-insamelingstegnieke. Drie leesbegripopdragte, wat elk gefokus het op `n ander tipe teks, is toegepas in al die Graad 7 klasse. Die resultate verkry van die eerste en tweede leesbegripopdragte is aangewend om lesse saam te stel wat ten doel gehad het om basiese leesbegrip-vaardighede te onderrig. Die deelnemers het verder ook addisionele mediëring ontvang gedurende individuele gesprekke wat op die eerste twee leesbegripopdragte gevolg het. Gedurende die proses van data-analise is beide a priori kodering en kodes wat vanuit die data na vore gekom het gebruik en gekombineer om vyf finale temas vir verdere analise te vorm, naamlik Woordeskat, Agtergrondkennis, Kennis van teksorganisasie, die Assesserings-ervaring en Prinsipes van die terrein van naasliggende ontwikkeling. Die bevindinge het getoon dat vyf dinamiese assesseringstrategieë moontlik suksesvol aangewend kan word in die Graad 7 klaskamer om besluite te neem in verband met die differensiasie van die onderrig van leesbegripvaardighede, naamlik 1) Dialoog tussen onderwysers en leerders; 2) Die versigtige bewoording van vrae, sodat die assesserings-instrument self nie `n leerhindernis word nie; 3) Die formulering van vrae op so `n wyse dat dit leerders lei na spesifieke dele in die teks waar die antwoorde gevind kan word; 4) Die insluiting van verduidelikings van woordeskat wat in die assesserings-instrument voorkom; en 5) Die verwysing van leerders wie se leesvermoë nie op standaard is nie na geskikte remediërende programme.
Dissertation (MEd)--University of Pretoria, 2015.
tm2016
Educational Psychology
MEd
Unrestricted

Thesis advisor: Robert J. Starratt
This case study examined teacher collaboration and teacher change while in the process of differentiating instruction in the area of mathematics in an elementary school. The project included a two-tier professional development opportunity for the staff. Professional development sessions focusing on specific mathematics skills were offered in lieu of traditional faculty meetings and thirteen, teacher volunteers in grades K-3 participated in bi-monthly study groups. The study describes the journey of the thirteen teachers as they identified successful strategies for differentiating instruction to meet the needs of all learners. The study explored how job-embedded professional development offered teachers the resources and support to meet together during the school day to engage in dialogue about their students' progress, difficulties encountered when teaching specific concepts and skills, and proactively planning in order to differentiate instruction effectively. The study focused on collaboration as a method for learning together in an adult learning environment and improving current teacher practices. The research was qualitative with the school principal as both researcher and participant-observer of the study. Data instruments used for the participants involved in this study were pre- and post-implementation surveys of the entire staff, semi-structured interviews of the thirteen teacher volunteers, observations of meetings, teachers' reflective journals, and field notes. Findings indicated that there was an increase in the teachers' use of differentiated instruction in the area of math. While teachers most often differentiated lessons by ability, teachers experimented with differentiating by interest as well as addressing the students' varying learning styles. In addition, teachers found that the embedded study groups were valuable in helping them to collaborate with their peers and improve their practice in teaching mathematics to all learners. In a profession where continual renewal is necessary, it is essential for educators to be provided with adequate time to review current practices, reflect on the strategies that are most successful, and refine their craft in order to provide opportunities that will maximize student thinking and learning
Thesis (EdD) — Boston College, 2009
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Administration and Higher Education

Library media specialists (LMSs) have a unique position within a school, which is the opportunity to reach out to every student, especially to gifted and talented students who can benefit from having more advocates within their learning communities. Collaborating with other education professionals is beneficial to all students and many library media specialists already make this a normal part of their job responsibilities. The LMSs who are participants of Project CATALYST (Collaboration among Teachers and Librarians Yields Successful Teaching) are required to collaborate with classroom teachers in order to provide more enriching opportunities for students when they come to the library media center. So, the purpose of this project was to introduce gifted and talented terminology and strategies that focus on differentiated instruction for gifted and talented students to LMSs participating in Project CATALYST grant through the Ohio Valley Educational Cooperative (OVEC). This will meet two specific needs: providing the LMSs opportunities to collaborate with classroom teachers while becoming another resource for gifted and talented students that can enhance their learning beyond the classroom. The LMSs who participate in Project CATALYST were introduced to specific gifted and talented terminology and strategies that focus on differentiated instruction for gifted and talented students through a three-hour professional development. The participants completed an online pre-survey that identified the specific needs of the group and the professional development was designed with these needs in mind. After participating in the professional development, the participants were asked to complete an online post-survey to determine if the professional development was effective in changing the awareness and instructional practices of the participants when working with gifted and talented students. The pre- and post-surveys were analyzed to validate the effectiveness of the project and found that there was positive response by library media specialists to professional development on using differentiated instruction with gifted and talented students in the library media center. The small changes in instructional practices by 70 percent of the participants validate the effectiveness of the project in enlightening educators in the needs of gifted and talented students and the need to collaborate with other educators to provide enriching and challenging learning activities for these unique students.

Doctor of Philosophy
Department of Mathematics
Andrew G. Bennett
The main objective of the study is to identify the general characteristics of groups within a typical Studio College Algebra class and then adapt aspects of the course to best suit their needs. In a College Algebra class of 1,200 students, like those at most state funded universities, the greatest obstacle to providing personalized, effective education is the anonymity of the students. Data mining provides a method for describing students by making sense of the large amounts of information they generate. Instructors may then take advantage of this expedient analysis to adjust instruction to meet their students’ needs. Using exam problem grades, attendance points, and homework scores from the first four weeks of a Studio College Algebra class, the researchers were able to identify five distinct clusters of students. Interviews of prototypical students from each group revealed their motivations, level of conceptual understanding, and attitudes about mathematics. The student groups where then given the following descriptive names: Overachievers, Underachievers, Employees, Rote Memorizers, and Sisyphean Strivers. In order to improve placement of incoming students, new student services and student advisors across campus have been given profiles of the student clusters and placement suggestions. Preliminary evidence shows that advisors have been able to effectively identify members of these groups during their consultations and suggest the most appropriate math course for those students. In addition to placement suggestions, several targeted interventions are currently being developed to benefit underperforming groups of students. Each student group reacts differently to various elements of the course and assistance strategies. By identifying students who are likely to struggle within the first month of classes, and the recovery strategy that would be most effective, instructors can intercede in time to improve performance.

The purpose of this project was to examine the effects of differentiated instruction on students' understanding of high school physics based on Gardner's multiple intelligence theory. The original premise was that some students are strong in some intelligences and weak in others. Each student started by learning the content in the areas they were strong in, and then using that knowledge to help them overcome the more challenging concepts. They then worked together with students from all of the intelligence strengths to show a greater understanding of the content and scientific skills. The data was collected using a combination of pre and posttests, surveys, observations, and concept maps as a part of individual student interviews. The results indicate that this approach has its merits but will need refinement to be implemented into the entire curriculum. Differentiation with respect to multiple intelligence theory appears to cause an increase in student understanding, attitude and motivation.

碩士
國立臺中教育大學
教師專業碩士學位學程
105
This study aimed at using differentiated instruction to enhance sixth graders’ English writing performance by designing different contents and teaching ways. Before the research started, students have conducted the “GEPT elementary online test of a writing sample as group basis and divided into three learning groups, lower, middle, and higher. The researcher, as a teacher, based on students’ level to design different curriculum and writing goals which are trying to make everyone in the class be able to learn well. Lower achievers won’t lose learning interest because of the difficult learning standard, and high achievers may not learning anything in the class because of the easy context. Thus the study was carried out in Taiwan, New Taipei City, and lasted for nine weeks, two times a week. The major findings of this study were as follow: I.The process of using differentiated instruction to enhance sixth graders’ English writing ability was to design different contexts, teaching ways and evaluations. II.Using differentiated instruction in sixth graders experienced eight questions and proposed the solving strategy. III.Using differentiated instruction can enhance students’ English writing ability effectively. The suggestions of this study were as follow: I.Teachers should use differentiated instruction in contexts, teaching ways and evaluations. II.Homogeneous grouping is suitable for English writing teaching. III.Teachers can design different aspects of learning activities based on students’ learning interests. IV.Using the short-time differentiated instruction in the topical teaching can improve students’ English ability. V.Using differentiated instruction in high achievers can be satisfied those students’ learning needs.

碩士
國立臺中教育大學
教師專業碩士學位學程
106
Abstract This study aimed at using differentiated instruction to enhance fourth graders’ English performance by designing different teaching ways and assignments. The researcher, as a teacher, based on English ability to design different curriculum and teaching which are trying for making everyone in the class be able to learn well. The participants were21 students at HsiWang Elementary School in New Taipei City. This research was conducted once a week, 40 minutes per period, and a total of 7 weeks (from October to November, 2017). The working sheets and the questionnaire were collected to analyze the participants’ English attitude and learning responses to differentiated instruction. The major findings of this study were as follow: I. Adjustingdifferential instructionhelps to design the adaptable activities for students. II. Using differentiated instruction effectively can enhance students’ English performance. III. Using differentiated instruction can gradually enhance students’ English writing performance. IV.Researchers enhance their professional skills in the research. The suggestions of this study were as follow: I. Teacher must master differentiated instruction and be flexibly amended it. II. Meaningful teaching is suitable for differentiated instruction. III.Teachers can design different aspects of learning activities based on students’ learning interests and ability. IV. To make gender-oriented research on English teaching with differentiated teaching. V. Using differentiated instruction in different grades. VI.Using differentiated instruction to explore the cooperation among teachers, parents and students. Keywords: Differentiated instruction, English teaching, Multiple Intelligence

碩士
國立臺北科技大學
技術及職業教育研究所
107
12-year Compulsory Education was implemented in Taiwan in 2014. The successful implementation of the compulsory education will be highly dependent on the efforts of the middle school teachers, since it is the teachers that are going to adapt themselves to the needs of the students in a classroom existing with different levels of abilities and learning styles. The study aimed to explore how much the differentiated instruction can do to help strengthen vocational high school students’ English learning. The approach of this study was action research, and the research target was the students the researcher was teaching. Several methods were involved in the research, including survey, classroom observation, recording, interview, and reflective notes. Following are the conclusions: 1. The main obstacle that hinders students’ learning of English is their being unable to pronounce words correctly and confidently. Even with the help of the phonetic K.K. symbols, students can’t feel free to pronounce words fluently. Vocational high school teachers should make sure that students are able to use the phonetic symbols to pronounce words independently. For those students who are not well equipped with the ability, it’s highly suggested to review the symbols with the students at the beginning of the school year, especially for those low achievers. 2. Based on the findings of the action research, differentiated instruction can increase students’ motivation in learning English. It provides antidote to the 12-year compulsory education in which students with different English levels are all put in one classroom. 3. The effective strategies for teaching English in vocational high school are as follows: (1) For the struggling students: Emphasize the ability of recognizing words’ pronunciation with the help of K.K. symbols, reading the same story repeatedly helps build up the speaking ability, put an emphasis on the word collocation, and as the listening ability increases, so does the writing ability. (2) For the average level students: Reading out loud helps develop listening, reading the same story over and over again develops speaking ability, understanding the sentence structure helps reading ability, and help students differentiate the words arrangements between English and Chinese. (3) For the high level students: Offer extra listening materials, get students to speak up on the stage, offer intensive reading materials, and be strict on the correctness of the grammar usage. 4. The professional development the researcher achieved is listed as follows: (1) It is a norm for a class to be differentiated. (2) Recognizing students’ difference in English proficiency is the first step that teachers should take to help them learn more effectively. (3) Allow students to learn with their own pace and unique styles. Do not sacrifice some students’ learning opportunities by following the designated teaching plan.

碩士
淡江大學
教育科技學系數位學習在職專班
106
The purpose of this study was to investigate the effect of differentiated instruction involving digital game-based learning on the Chinese learning attitudes and outcomes of junior high students. The experimental group comprised a class using digital game-based learning, whereas the control group comprised a class using conventional learning methods involving worksheet. We also investigated the effects of the two teaching methods on the learning attitudes and outcomes of low-, mid-, and high-achieving students.The study applied a quasi-experimental design, and the participants were 90 public junior high school students with similar academic performance and in two classes (45 students each) in Taipei City. The teaching material was designed for the second-semester Chinese course in the eighth grade. Three units were included: “A Piece on Study for Sons and Nephews,” “Cultures that Came to the Tribes,” and “Empty Fort Strategy.” Differentiated instruction was administered to the experimental group using the PaGamO digital game platform and tablets. Research tools were a self-administered achievement test for determining Chinese learning outcomes and a scale for evaluating the Chinese learning attitudes of junior high school students; the students underwent the test before and after teaching. A paired-sample t test and independent-samples t test ,one way ANOVA,two way ANOVA and Nonparametric Statistics were used to analyze data and determine differences in attitudes and outcomes before and after the experiment. The study findings are listed as follows. The two teaching methods led to improved learning outcomes in the experimental group (t = 10.7, p < .001,d=1.52) and control group (t = 11.93, p < .001,d=1.26), but the experimental group had superior learning outcomes. The two teaching methods failed to significantly improve learning attitudes in both groups. Compared with the worksheets, digital game-based learning engendered significantly superior learning outcomes (F=11.39,p<.001, ηp2=.23)in low-achieving students. but failed to significantly improve learning attitudes in low-achieving students. The Taiwanese government is now actively promoting remedial education. Differentiated instruction through gamification of learning processes serves as reference for teachers providing remedial education for low-achieving students.

碩士
國立高雄師範大學
教育學系
104
An Action Research of Using Differentiated Instruction in English auxiliary for the Seventh Graders Abstract There are four research objectives in this study: (1) to develop a teaching plan for English auxiliary differentiated instruction and peer-assisted learning (PAL) for a seventh grade English course; (2) to explore the implementation process and difficulties regarding the teaching plan; (3) to analyze how the teaching plan of English auxiliary differentiated instruction affects students’ learning; and (4) to reflect on the researcher’s professional growth in differentiated instruction. This research is an action study with 28 seventh-grade students from a junior high school in Kaohsiung City as the subjects and Units 1-3, Book II of Junior High School English (Han Lin Publishing) as the research content. The researcher’s notes of observation in the English class and post-class reflections, and the students’ learning process and interviews, are organized as data for analysis. The research results are as follows: (1) The teaching plan of English auxiliary differentiated instruction and PAL integrates flexible grouping and differentiated instruction-based learning missions of role assignments, group leaders ,differentiated assessment and reflections, as well as formative evaluation to constantly examine students’ learning efficacy. (2) The teaching plan of English auxiliary differentiated instruction is feasible as the teaching content integrates daily life situations to motivate students’ learning, spark their multiple intelligences, and enhance their confidence in learning. However, teachers should make adjustments and take responsive measures in reaction to difficulties encountered in the flexible grouping and differentiated instruction-based learning missions and group leaders. (3) The teaching plan of English auxiliary differentiated instruction can strengthen the learning motivation of all the students and help them to rediscover the fun of learning English. Students with high English proficiency in the class can use English in daily conversations; students of intermediate level can share their ideas in English and show more involvement in class; and students of basic level show their individual potential , such as drawing and role playing. (4) Flexible grouping can increase students’ interest in learning, offer more opportunities for them to hone their listening and speaking abilities, enable instructors to pay attention to individual differences among students, and elevate instructors’ ability in curriculum design of differentiated instruction. Instructors can adjust their teaching methods, such as using conversations in guiding students to learn, thereby improving their learning efficacy. This is also the researcher’s professional growth in differentiated instruction strategies, assessment methods, and teacher-student interactions. Based on the above research results, suggestions are proposed for the design and implementation of junior high school teaching plans and related research in the future. Keywords: English auxiliary, Differentiated Instruction, Action Research

碩士
國立新竹教育大學
教育與學習科技學系
105
The purpose of this study is to explore the influence of implementation of differentiated instruction on English as foreign language (EFL) sixth graders’ English academic achievement and learning attitude. This quasi-experimental study was conducted in two sixth grade classrooms in Hsinchu City, including an experimental group for twenty-seven students with English differentiated instruction and a control group for twenty-seven students with general English teaching. The differentiated instruction lasted for six weeks, two times a week. The English Achievement Test was used to group your leaners. Both groups took the “English Achievement Tests” and filled out the “English Learning Attitude Questionnaire” before and after the instruction. In addition, the experimental group filled out the “English Differentiated Instruction Learning Attitude Questionnaire” after the instruction. The data was then analyzed with descriptive statistics, including independent-samples t test, paired-sample t test, one-way ANCOVA and qualitative analysis. Based on the data analysis, this study had the following major findings: 1.English differentiated instruction group performed significantly better than general English teaching group in the post English Achievement Test. Differentiated instruction worked effectively for both low and intermediate proficiency learners. 2.English differentiated instruction group performed significantly better than general English teaching group in the post English Learning Attitude Questionnaire, however, there were no significant difference among low, intermediate and high proficiency learners in terms of their English Learning Attitudes. 3.Students’ attitudes toward English differentiated instruction were positive. 4.The research of using differentiated instruction can encourage teachers to reflect their instruction, understand the students’ learning and enhance professional growth.

碩士
國立新竹教育大學
教育學系碩士班
102
This study aims to investigate the effects of students’ learning achievements and learning attitudes through using differentiated instruction in sixth grade mathematical area. The research was carried out from Feburary to May in 2014. A total of 29 students from an intact sixth grade class in Miaoli County were participated in the study. The qualitative data were collected by worksheet, learning log, observation notes and interviews. The quantitative data analyzed were from the achievement pre-test, achievement post–test, learning attitude pre-test and learning attitude post-test. The results of this study are summarized as following: 1. The curriculum design of differentiated instruction should take contents, procedures, environment and evaluation into integral considerations. 2. To make learning more meaningful, the procedures of differentiated instruction should be adjusted flexibly according to the learning contents. 3. The employ of differentiated instruction could enhance entire students’ learning achievements. The students in low-score group made significant progression. 4. The use of differentiated instruction could improve students’ mathematics learning attitude effectively, especially to the “influence of mathematics to personal mentality”. 5. The application of differentiated instruction improved the professional growth of the researcher. Last, suggestions to school administration, teaching and future study are also proposed according to the above findings.

碩士
國立新竹教育大學
教育與學習科技學系課程與教學碩士在職專班
103
The purpose of the study was using differentiated instruction to create customized reading course. The research method was Action Research. The researcher used differentiated instruction strategies to design three cycles of reading courses for the sixth grade students in Happy Elementary School in Hsinchu. The research period was 10 weeks, from September to December in 2014. Both qualitative and quantitative analyses were conducted in the data analysis. In qualitative analysis, classroom observations , document collection, teaching journals, students’ works and record interviews were used. The pretest and posttest of students’ reading comprehension ability, and the questionnaire of students’ feedback were utilized in the quantitative analysis. The analysis was aimed to understand the implementation process of the course program, student’ achievement and attitudes, and researcher’ professional growth. The final conclusions are summarized as follows: 1.When teachers use differentiated instruction strategies to do reading course, they should make a comprehensive survey of teaching materials, teaching methods, grouping, and assessment to proceed overall course planning. This study assumed that the second cycle is a preferred design model. 2.Using differentiated instruction in reading course should be adjusted according to text material. 3.Teachers who use differentiated instruction to teach students reading course should give back students’ learning conduct and learning responsibilities step by step, and help students become independent readers. 4.The use of differentiated instruction in reading course can enhance whole class students’ reading comprehension ability, especially for low achievement and medium achievement group students. 5.The use of differentiated instruction in reading course can promote every level of students reading comprehension, especially for gaining main ideas. 6.Students hold positive attitudes towards using differentiated instruction in reading course. 7.The action research of using differentiated instruction can encourage teachers to reflect their instruction and enhance professional growth. Based on the research results, some conclusions were proposed for elementary school teachers, future researchers, school administrators and compulsory education advisory group.

碩士
國立屏東大學
教育學系碩士班
103
In this study an action research method was introduced, as a proposal of differentiated instruction which was implemented to 28 pupils from a 6th grade class in the school where the author teaches. The aim was to investigate the influence of differentiated instruction on English learning outcomes of 6th grade pupils and to explore possible obstacles during in-class implementation and make some teaching reflections. This study went through conception stage and action stage, repeatedly revising and re-implementing based on the response of the pupils in class in order to accomplish the whole action research. The pre- and post-test results of each chapter, worksheet, teachers' reflections, video record and pupils' interviews were collected as qualitative data, while the pre- and post-test of chapter assessment and pupils' feedback questionnaire as quantitative data so as to understand English learning outcomes of the pupils. The results and major findings were summarized as follows: 1. This proposal posed positive influence on pupils' English learning outcomes. In particular, students in the low-achievement group improved the most. 2. This proposal stimulated pupils' interest in learning through flexible grouping. 3. This proposal could provide more opportunities for pupils to practice listening and speaking. 4. This proposal made teachers more aware of individual differences of pupils. 5. This proposal strengthened teachers' capability of differentiated-instruction course design. 6. Teachers adjusted the instruction based on pupils' demand to promote efficacy of instruction. In the final section, this study provided recommendations for instruction and future research referring to the conclusions.

碩士
國立臺東大學
特殊教育學系碩士班
104
The purpose of the study was going to probe effects of the Differentiated Instruction on learning of mathematics underachievers in elementary school. Multiple baseline across-subjects designs was employed in this study. Three three-grade students studying in Fu-Shan elementary school participated in this study which can be divided into three parts. First, the controlling variable: Using the traditional way to teaching students and assessing them with tests scores and the learning attitude scales. Second, the intervention: Using the Differentiated Instruction and assessing them with tests score and the learning attitude scales. Last, Retention period: Removing the Differentiated Instruction, using the tradition instruction, and assessing them with tests score and the learning attitude scales. Data collection was analyzed by using visual analysis, graphic display, and C statistic. The results of this study were as follows: 1. All of the subjects had significantly higher than the Differentiated Instruction scores during the intervention phase than the baselines. 2. During the retention period, all of the subjects maintained their the Differentiated Instruction scores as the intervention. 　　 　　Finally, this study proposed the future teaching and the searching suggestions in mathematics underachievers and the subsequent researches concerning mathematics underachievers in elementary school.