Mathematics Teachers’ Perception: Can Differentiated Instruction Lead the Way?

Abstract

This study explores mathematics teachers’ perceptions of Differentiated Instruction (DI) through the framework of the Theory of Planned Behavior (TPB). A qualitative methodology was employed, involving semi-structured interviews with four senior high school mathematics teachers in Indonesia who were purposively chosen because of their participation in a teaching professional development program focused on DI. The data were thematically analyzed and interpreted based on the three TP constructs: attitude toward behavior, subjective norms, and perceived behavioral control. The results indicate that teachers generally possess a positive attitude toward DI in mathematics classrooms, considering it a way to address student diversity, promote educational equity, and support student engagement. Participants also noted strong support from professional learning communities and educational reform initiatives, which reinforced positive subjective norms for DI implementation. Nonetheless, perceived behavioral control was identified as an obstacle, as teachers often faced limitations related to infrastructure, instructional resources, and practical challenges in designing differentiated learning experiences. The study also discovered that teachers typically applied differentiation in mathematics by adjusting tasks, grouping methods, and learning activities, although the use of rich mathematical tasks with various entry points remained limited. These findings imply that the successful implementation of DI in mathematics classrooms relies not only on teachers’ positive beliefs and professional support but also on sufficient resources and sustained professional development. This study contributes to the literature on DI by revealing that teachers’ intentions to implement DI in mathematics classrooms are shaped by a combination of their pedagogical beliefs, social influences, and contextual limitations.