International Journal of

ADVANCED AND APPLIED SCIENCES

EISSN: 2313-3724, Print ISSN: 2313-626X

Frequency: 12
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 Volume 12, Issue 3 (March 2025), Pages: 101-108

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 Original Research Paper

Differentiated instruction: A systematic literature review on implementation guidelines in mathematics education

 Author(s): 

 Mohd Afifi Bahurudin Setambah 1, *, Sathish Rao Appalanaidu 1, Syaza Hazwani Zaini 1, Mohd Syaubari Othman 1, Ahmad Ridwan 2, Muhammad Alhaji Ibrahim 3

 Affiliation(s):

 1Department of Educational Studies, Universiti Pendidikan Sultan Idris, Tg Malim, Malaysia
 2Departement of Educational Management, Universitas Islam Negeri Sulthan Thaha Saifuddin Jambi, Jambi, Indonesia
 3Department of Science Education, Sule Lamido University Kafin Hausa, Jigawa State, Nigeria

 Full text

  Full Text - PDF

 * Corresponding Author. 

  Corresponding author's ORCID profile: https://orcid.org/0000-0001-7550-0278

 Digital Object Identifier (DOI)

 https://doi.org/10.21833/ijaas.2025.03.011

 Abstract

This systematic literature review examines high-impact research on differentiated instruction (DI) in mathematics education from 2014 to 2024. The study aims to (1) explore how DI is implemented in mathematics teaching and learning, (2) assess its effects on students, and (3) investigate the guidelines used for its implementation. Following the PRISMA protocol, the review follows a structured process of identification, screening, eligibility, and inclusion. Findings from 11 empirical studies highlight key methods of DI implementation, including collaborative learning, technology integration, and student-centered approaches. The results indicate that DI positively influences mathematics achievement, student motivation, and interest. The analysis also identifies the Tomlinson model as the primary framework guiding DI implementation in mathematics. The study emphasizes the importance of continuous professional development for teachers and highlights the need for a comprehensive DI framework. Future research should explore DI in relation to other factors, such as 21st-century skills.

 © 2025 The Authors. Published by IASE.

 This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).

 Keywords

 Differentiated instruction, Mathematics education, Student achievement, Teaching strategies, PRISMA framework

 Article history

 Received 12 November 2024, Received in revised form 9 February 2025, Accepted 25 February 2025

 Acknowledgment

This research was supported by the Ministry of Higher Education (MoHE) through the Fundamental Research Grant (FRGS/1/2023/SSI07/UPSI/03/3).

 Compliance with ethical standards

 Conflict of interest: The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

 Citation:

 Setambah MAB, Appalanaidu SR, Zaini SH, Othman MS, Ridwan A, and Ibrahim MA (2025). Differentiated instruction: A systematic literature review on implementation guidelines in mathematics education. International Journal of Advanced and Applied Sciences, 12(3): 101-108

 Permanent Link to this page

 Figures

 Fig. 1

 Tables

 Table 1 Table 2 Table 3 

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