Differentiation Using Multiple Entry Points
Van de Walle (2006) recommends using multiple entry points, so that all students are able to gain access to a given concept. These entry points are based on the five representations, which are considered to be tangible ways of representing knowledge.
- concrete – materials are used to model a concept
- contextual – situations to engage student interest
- pictorial – diagrams represent a problem or record understanding
- verbal – students talk and write about their learning
- symbolic – students use symbols to record understanding
Teaching Student-Centered Mathematics: Grades 5-8.
Van De Walle, John A., and Louann H. Lovin.
Boston, USA: Pearson Education Inc, 2005.