Differentiating instruction is a great way to make math meaningful for all. It's just a question of the questions teachers pose.
Consider the following two scenarios. Do they sound familiar?
Scenario 1: A teacher decides that she wants a math lesson to focus on two-digit by two-digit multiplication. She finds an appropriate problem for the students to work on. Although she knows that six or seven students still struggle with the concepts involved in multiplying by even a single-digit number, she presents the problem to all students, making sure that the struggling students receive help from herself or other students.
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