Rethinking Differentiation in Math: Why Easier Tasks Don’t Equal Better Support

When we talk about differentiation in math classrooms, especially for students who struggle, the go-to solution is often to “make the work easier.” But this approach—though well-intentioned—can quietly undermine the very students we aim to support, especially those who have already been subjected to low expectations.

Here’s the truth: Real differentiation isn’t about lowering the bar—it’s about opening more doors.

The Problem with “Easier Work”

Imagine a student struggling with graphing linear functions. The default fix?

• “Let’s use smaller numbers.”

• “Just tell them the rule so they can copy it.”

  
  

While this might make the task more accessible on the surface, it sends a deeper, more damaging message: “You can’t handle the real thing.”

This kind of “support” strips students of opportunities to reason, explore, and build their mathematical identities. Instead of boosting confidence, it reinforces the belief that math success is reserved for others.

ICUCARE Reminder: Expect more. Differentiation should never sacrifice rigor, reasoning, or relevance.

What Real Math Differentiation Looks Like

In Good Questions: Great Ways to Differentiate Mathematics Instruction in the Standards-Based Classroom, Marian Small reminds us that effective differentiation comes from varying how students interact with math ideas—not watering down the ideas themselves (Small, 2017).

Here’s how we do that:

🔹 Parallel Tasks

Parallel tasks let students explore the same mathematical ideas through different—but equally rigorous—paths. It’s about meeting students where they are without changing the learning goal.

Example:

Task Type	Description
Original Task	Sketch graphs of y = x, y = x + 2, y = x – 2, and y = x + 4 by hand. Make a generalization about how the y-intercept impacts the graph.
Parallel Task	Use graphing technology to graph the same equations. Then, make the same generalization.
Unparallel Task	“A positive y-intercept raises the graph. A negative one lowers it. Now graph these equations.” The reasoning is already done.

✅ Leadership Insight: If students aren’t being asked to notice, reason, or explain—they’re not really doing math. Support should enable thinking, not bypass it.

🔹 Open-Ended Tasks

Open-ended tasks invite multiple approaches and highlight the process of thinking rather than the “right” answer.

Examples:

• Closed: What is 2.3 + 1.4? Open: Write three equations that have a sum of 3.7.

  
  

• Closed: 10% of ___ is 23. Open: Make this sentence true in as many ways as possible: ___% of ___ is 23.

  
  

• Reasoning: How are ¾ and ⅔ alike? How are they different?

  
  

✅ Leadership Insight: Open-ended tasks don’t require a new curriculum—just a shift in how we value student thinking.

What School Leaders Can Do

You don’t need to be a math expert to lead powerful differentiation. You just need to focus on student thinking, access, and agency. Here’s how:

🔸 Expect rich math experiences for all—not just the “high” group.

🔸 Ask for one open-ended or parallel task per week—start small, grow big.

🔸 Model what you want to see in classrooms through your PD: curiosity, agency, and reasoning

🔍 Walkthrough Questions That Matter

• “Are students being asked to explain or just follow steps?”

• “Does the task have multiple entry points?”

• “Are students being asked to make sense—or just mimic?”

• “Is this task building confidence, or confirming that only fast finishers ‘get’ math?”

  
  

ICUCARE Reminder: Assess, activate, and build on prior knowledge. Differentiation that centers identity, reasoning, and confidence can transform math classrooms—especially for those who’ve been left behind.

Differentiation Done Right

The goal isn’t to make math easier—it’s to make it matter. That means holding high expectations and believing in brilliance, while designing instruction that welcomes all learners to the table.

Let’s shift from sorting students by perceived ability to supporting them as thinkers, doers, and sensemakers.

Because when we do that, we’re not just differentiating instruction—we’re redefining what it means to be good at math.

“If you're ready to move beyond worksheets and walkthroughs—and toward real instructional leadership in math—let’s connect. Seda Educational Consulting offers customized support to help you evaluate what matters most and build math programs that lift every learner.”

Sources:

ChatGPT (2025). Assistance in drafting and refining educational content. OpenAI.

Small, M. (2017). Good Questions: Great Ways to Differentiate Mathematics Instruction in the Standards-Based Classroom (3rd ed.). Teachers College Press.