The Optimizing Students’ Mathematical Diversity: Differentiated Instruction Model on Students’ Mathematical Thinking

Vollständiger Abstract

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Mathematical thinking, which involves high-level logic, analysis, connections, problemsolving, and communication, is essential for navigating 21st-century developments. This study examines the impact of a differentiated instruction model on students’ mathematical thinking. A quantitative study adopting a predictive correlational design was conducted with a total of 105 elementary school students in the fourth grade in Riau Province, Indonesia. This study was analyzed using structural equation modeling (SEM) with SmartPLS 4 software. The findings reveal that differentiated instruction for students to explore, discover, and experiment in building has a significant impact on students’ mathematical thinking, namely: mathematical communication, mathematical representation, mathematical problem-solving, and mathematical reasoning. Differentiated instruction can optimize the improvement of each student’s mathematical thinking diversity from an early age as a provision for elementary school students, as it can accommodate various potential differences for the sake of developing and optimizing competencies.