In-service mathematics teachers’ knowledge of differentiated instruction

This study sought to investigate in-service mathematics teachers’ knowledge of differentiated instruction in junior high schools Tano South Municipality Ghana. The adopted an explanatory sequential mixed method design. We employed a sample 50 JHS teachers comprised 41 general and 9 special teachersin the quantitative through proportionate stratified sampling technique. In qualitative phase, 6 comprising 4 2 were purposively selected interviewed. line with design adopted, data obtained questionnaire was first collected analysed. followed by semi-structured interviews. analysed using both descriptive statistical tools (such as frequency counts, percentages, mean, standard deviation average per item rating), inferential tool (independent samples t-test). Qualitative used inductive content analysis. Among findings, we found no statistically significant difference scores on for (t = -0.80, df 48, p 0.05). therefore recommend teacher education institutions review their curriculum reflect use instructional approaches among teachers.