Multiple Entry Points (Van de Walle, 2006)

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.

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