Differentiated Mathematics Instruction in Jamaica: Educator Perspectives on Diverse Learning Needs

Authors

  • Mahesh Jani Shortwood Teachers’ College, Department of Mathematics, St. Andrew, Jamaica

DOI:

https://doi.org/10.53469/jerp.2026.08(02).01

Keywords:

differentiated instruction, exceptionalities, mathematics performance/ achievement, struggling learner, underperformance

Abstract

This study explores teachers' use of differentiated instruction to improve mathematics performance among struggling learners and students with exceptionalities in Jamaica. Eight teachers from seven schools participated in this phenomenological research. Findings highlight the benefits of differentiated instruction despite challenges such as large class sizes, limited resources, and teacher workloads. Recommendations include specialized training and resource allocation to enhance instructional effectiveness.

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Published

2026-02-22

How to Cite

Jani, M. (2026). Differentiated Mathematics Instruction in Jamaica: Educator Perspectives on Diverse Learning Needs. Journal of Educational Research and Policies, 8(2), 1–17. https://doi.org/10.53469/jerp.2026.08(02).01

Issue

Vol. 8 No. 2 (2026)

Section

Articles

License

Copyright (c) 2026 Mahesh Jani

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.


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