2013 Student Research Conference:
26th Annual Student Research Conference

Impact of Differentiated Activities in Math Stations on Student Learning for Elementary Students
Lindsey Stadler♦
Dr. Wendy Miner, Faculty Mentor

The purpose of this action research was to determine how differentiated activities in math stations impact student learning. This study involved 25 fifth-grade students, eight male and 17 females. Data was collected during a math unit involving multiplication of whole numbers and decimals. Data on pre-assessments, post-assessments, student work, students independence, and student surveys were recorded. Student learning was measured by comparing individual scores on pre-assessments, post-assessments, independence at stations, and anecdotal observations. At the conclusion of the study, results indicated that four of the nine differentiated stations impacted student learning, but impact could not be attributed to differentiated stations alone.

Keywords: Math Station, Math Center, Elementary, Differentiation, Independence, Comfort Level, Ability Grouping, Assessment


Presentation Type: Oral Paper

Session: 101-3
Location: VH 1010
Time: 8:30

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♦ Indicates Truman Graduate Student
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