Differentiated Instruction for Geometric Proofs in Middle School: A Design and Implementation Based on the SOLO Taxonomy

Abstract

Moving beyond the conventional “level diagnosis-case analysis” framework, this study, grounded in the SOLO Taxonomy, constructs a four-dimensional instructional model of “stratified objectives, tasks, guidance, and assessment.” Focusing on geometric proofs in middle school, the model is practically applied through case studies of the properties of parallelograms and triangle congruence. By transforming the SOLO levels into actionable instructional steps, the model addresses key student challenges—such as fragmented thinking processes, disorganized logical expression, and weak knowledge transfer—thereby facilitating cognitive progression among students at different levels. The implementation demonstrates that this model significantly enhances the precision and effectiveness of teaching geometric proofs. Its core strengths lie in using visualized diagnostic tools for precise instructional positioning and constructing scaffolded task sequences to build clear pathways for cognitive development.

Keywords

• SOLO Taxonomy
• Geometric Proofs
• Differentiated Instruction
• Instructional Design
• Cognitive Progression

References

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