TEACHER COMPETENCES PREREQUISITE TO NATURAL DIFFERENTIATION

The paper describes our work with pre-service primary school teachers focusing on development of their ability to cope with heterogeneity in mathematics classroom. In our experiment students were introduced to three substantial learning environments: Way, Room, Mosaics. The students` task was to (a) pose problems supporting natural differentiation and (b) identify the substantial mathematical ideas inherent in these environments. Similarly, we worked with a group of teacher educators and researchers, in which case we focused primarily on development of properties of the concept of natural differentiation.