Differentiated instruction in mathematics education: A systematic review and meta-analysis of recent experimental studies

Abstract

Differentiated Instruction (DI) has emerged as a critical pedagogical framework for addressing learner diversity in mathematics classrooms. However, empirical evidence regarding its effectiveness on quantitative outcomes remains fragmented. This study aimed to systematically review and synthesize the impact of DI on mathematics achievement and Higher-Order Thinking Skills (HOTS) among students. Following the PRISMA 2020 protocol, a systematic search was conducted across five major academic databases: Scopus, ERIC, ScienceDirect, SpringerLink, and Google Scholar, focusing on experimental and quasi-experimental studies published between 2020 and 2025. A total of 885 records were initially identified, with 7 studies meeting the stringent inclusion criteria for systematic synthesis, and 4 studies providing sufficient data for meta-analysis. Statistical analysis was performed using a random-effects model, with Hedges’ g calculated to account for variations in sample sizes. The meta-analysis results revealed a moderately large overall effect size of g = 1.55 for mathematics achievement, indicating that DI significantly outperforms traditional "one-size-fits-all" instruction. Conversely, the impact on HOTS was found to be negligible (g = 0.01), suggesting that differentiation primarily supports mastery of content rather than complex cognitive reasoning unless specifically paired with higher-order tasks. The findings also highlighted high heterogeneity among studies, with effect sizes ranging from -4.61 to 6.46, emphasizing the role of teacher readiness and contextual factors in successful implementation. This study provides critical insights for educators and policymakers, suggesting that while DI is highly effective for achievement, future professional development should focus on differentiating cognitive demand to foster deeper mathematical thinking. These results underscore the need for more rigorous experimental research on DI globally to strengthen the empirical foundation of inclusive mathematics education.