Exploring the Intricacies of Differentiated Instruction: Problem-Solving through the Multiagenda Model

In Quebec, the primary school mathematics curriculum emphasizes problem-solving as a core competency. This study investigates how teachers anticipate differentiated instruction to teach problem-solving skill, crucial for fostering equitable learning opportunities. By conducting explicitation interviews with 4 teachers from Montréal, we explore their strategies for adapting instruction to meet diverse student needs. Utilizing the Multiagenda Model, we analyze key teaching gestures—such as atmosphere, steering of tasks, scaffolding, and learning objects—that facilitate inclusive problem-solving. Findings reveal that teachers employ a variety of methods to create supportive environments, encourage collaboration, and scaffold learning, thereby enhancing students’ engagement. However, they would benefit from rethinking their support in order to enhance each student‘s problem -solving competence.