Impact of Differentiated Instructional Strategies on Student Comprehension of Fractions

This capstone project reports the influence of incorporating differentiated instructional and assessment strategies throughout a fourth-grade math unit. Throughout the unit two instructional strategies of ‘questioning’ and ‘exit tickets’ were integrated to determine and assess student comprehension and growth. The students took identical pre- and post-assessments at the beginning and end of the unit. Between the assessments, I taught a fractional unit that lasted approximately 13 days. At the completion of the unit, the students completed the post-assessment. I collected and analyzed the pre- and post-assessment data and found that questioning and exit tickets are effective instructional strategies for increasing student learning.