Abstract
The study discusses the impact of ＂differentiated instruction＂ on the learning of math for 8th graders in junior high school. The quasi-experimental research method was adopted, using the pretest-posttest design with unequal groups. The subjects were 50 students from two 8th grade classes in one junior high school. One class was assigned as the experimental group to receive ＂differentiated instruction＂, while the other one was the control group to receive ＂didactic instruction＂. The instruction contents were two units of the curriculum: ＂arithmetic sequence＂ and ＂arithmetic series＂. After the entire experimental teaching was over, the researcher collected relevant data to proceed with quantitative analysis and comparison, as well as to investigate the changes of math learning outcomes for the two groups of students. Students' attitudes and degree of acceptance toward ＂differentiated instruction＂ were examined through data collected from students' feedback sheets and interviews. Findings from this study indicate that the implementation of differentiated instruction can significantly promote student's learning outcomes in math; the effect is particularly noteworthy for the average-grade student group.