Responsive Differentiation Strategies in Mathematics: Teachers' Instructional Decision-Making Practices

Responsive differentiation strategies require teachers to make instructional decisions quickly and adaptively according to classroom dynamics. This study aims to identify the decision-making patterns of elementary school mathematics teachers in implementing these strategies. The method used was a qualitative case study with a data triangulation technique through module analysis, learning observation, and reflective interviews with 18 teachers. The results of the thematic analysis showed three main patterns: linear, cyclical-reflective, and adaptive-contextual. Teachers who apply linear patterns show systematic planning, while reflective patterns display high flexibility when dealing with learning barriers. Meanwhile, adaptive patterns highlight decisions based on student responses in real-time. The findings show that differentiation strategies are not just a technical application, but a dynamic and contextual professional thought process. The contribution of this research lies in the development of a situational differentiation-based instructional decision-making framework, as well as providing practical implications for teacher training programs to further emphasize the strengthening of reflection, formative responsiveness, and pedagogical autonomy in diverse classroom contexts.