FORMS AND METHODS OF IMPLEMENTING THE DIFFERENTIAL APPROACH IN ALGEBRA LESSONS

This article provides a systematic analysis of the theoretical foundations, practical forms, and methodological techniques for implementing a differentiated approach in algebra lessons. In modern education, the ineffectiveness of traditional algebra lessons conducted without considering differences in students’ knowledge levels, cognitive styles, and learning rates is becoming increasingly evident. Based on Carol Ann Tomlinson’s concept of differentiated instruction, the article examines the possibilities of adapting content, process, product, and environment to students’ readiness levels, interests, and learning profiles. Strategies such as tiered assignments, flexible grouping, formative assessment, learning stations, choice boards, open tasks, and scaffolded questioning are described in the context of the conceptual complexity of algebra, symbolic manipulations, and abstract concepts. According to the research findings, the differentiated approach is a key tool for meeting students’ individual needs, developing their mathematical thinking, and increasing the effectiveness of algebra lessons.