Implement Differentiated Mathematical Education System in Teaching Mathematics for Students at Public Authority for Applied Education and Training- High Institute of Energy-Kuwait

Differentiated instruction is becoming increasingly crucial in primary education since pupils of the same age differ in their demand for instruction and support while learning. Differentiated education entails tailoring instruction to the requirements of pupils. Differentiated education is thought to increase student achievement, however this is not proven. The aim of this study was to determine to what extent differentiated instruction has effect on student mathematics achievement in High Institute of Energy-Kuwait. The techniques used in applying differentiated instruction in mathematics teaching processes in such institutes are discussed here. A questionnaire to measure the range and effects of applying such method in math education is constructed here. The factors or latents contributing in using or constructing differentiated education mathematical system (DEMS) are divided into seven divisions: flexible-pace learning (FPL), collaborative learning (CL), progressive tasks (PT), digital resources (DR), verbal support (VS), variable outcomes (VO) and ongoing assessment (OA). Such factors contribution in implementing DEMS is measured by calculating implementation index (II). The results showed that II for such factors are 79.33% for FPL, 80.00% for CL, 77.50% for PT, 84.00% for DR, 82.00% for VS, 80.66% for VO, and  84.00% for OA. The total implementation index for all factors is found to be 81.70% which indicated excellent interpretation.