The purposes of the study were to research, develop and implement differentiated, hands on mathematics instruction strategies with mathematics teachers in grades six through eight for improvement of student learning. Teachers, through collaborative action research, created and implemented student centered, discovery based, hands on, manipulative centered lessons over two marking periods which provided students with experiential, problem solving, mathematical situations that met their individual and group needs. Analysis of this case study yielded growth through a triangulation of data measured from improved student scores, student observations, and teacher reflection about their pedagogy. Effective classroom strategies for differentiated, hands on instruction are discussed
