Implementation, Principles and Stages of Differentiated Instruction in Mathematics Learning: A Systematic Literature Review

The Systematic literature review aims to explore implementation, principles, and stages of Differentiated Instruction (DI) in recent research in mathematics education. The PRISMA steps were used to find research articles that studied the stated matter. In the data collection stage, the thirteen articles published in Scopus-indexed journals between 2008-2023 were selected. After selecting the research articles to be systematically reviewed, the reviews were done to identify three aspects. The first was identifying the dominant research topics on differentiated instruction (DI) in mathematics learning. The review suggests that the dominant research topics on DI are how teachers and prospective teachers implement DI and teachers' competence development in implementing DI. The second was to find the principles used in implementing DI in mathematics learning. These principles identified students' learning readiness, interest, and learning profile; differentiation of content, process, product; quality tasks; and continuous assessment. Lastly, the stages of DI in mathematics learning in the selected studies were identified. It was found that DI was conducted in several stages, with the first being to provide a diagnostic assessment to detect students' learning readiness, interest, and learning profile. Then, the teacher provided differentiation of content, process, or product. The teacher also gave formative assessments during the learning process. Lastly, the teachers gave summative assessments following the completion of a specific scope of learning materials by the students. The findings of the Systematic Literature Review provided knowledge that will make teachers develop a mature instructional design and feel more confident in implementing mathematics learning using DI.