ABSTRACT
In a subject where the answer to a question on differentiation is often ‘we teach in sets’, this chapter will consider why differentiation is essential in the Mathematics classroom, and how this is achieved, when ultimately all students must understand how to use each concept taught. When outcomes of questions are absolute, how do you teach a variety of abilities and students who will inevitably work at different rates? It will consider how to stretch the ablest and support weaker students, and how lesson planning should consider every individual in the classroom. This doesn’t mean planning ten lessons in one, but will give practical advice on how not to teach in a ‘one size fits all’ way.
