Abstract
This action-research project aimed to explore several strategies that teachers can use to develop conceptual mathematical understanding and increase behavioral engagement for students with differing instructional needs. Specifically, I investigated strategies for differentiating instruction, including individualized instruction in flexible groups and the use of problems with multiple entry points over a five-month period in a 6th grade classroom. Analyses focused on six focal students, all of whom were English learners or former English learners. Overall, findings suggest that the use of flexible instructional groups and math problems with multiple entry points can help teachers meet the varied needs of students, thus allowing all students to be more engaged and successful in the classroom.