Teaching is a very complex process that involves individual beings with individual abilities and needs. Since “psychology has found out that people are different”, modern didactic demands a type of instruction that responds to the individual learning conditions of each student. The target of an individualized instruction is to give all students the chance to realize their potential and to support all students to perform best within their abilities. Individualization concerns teaching in all grades, school types and subjects. Student achievement in primary school forms the basis of the following educational career. In regard to this it seems necessary that instruction in primary school is able to provide children with equal opportunities. Primary schools should offer optimal instruction that adjusts to the children’s developmental levels, their individual needs and interests. Nevertheless, traditional teaching in Austria characteristically involves homogeneous and selective methods rather than addressing individual needs or implementing methods that support inclusion. This is also supported by results of a national study conducted within PISA 2003, that deals with mathematics instruction in secondary school (Schwantner & Schreiner, 2006). The present research focuses on primary school mathematics teaching, self-beliefs and student achievement in mathematics. A national option in TIMSS 2007 in Austria provides data on inner differentiation in mathematics instruction of fourth graders (9-/10-year olds at the end of primary school). Data were gathered on different levels from students, teachers and principals. A major objective is to analyse how and to which extent inner differentiation is implemented in Austria’s primary schools and how well teachers dispose of diagnostic competencies that lead to adjusted didactic methods. Another research interest is to show, whether or not inner differentiation interferes with student self-beliefs in mathematics as encouraging students and fostering students self-regulation and motivation are important features of inner differentiation. As research shows, achievement and students’ self-beliefs are highly related. Therefore the analysis will show in a national context the relationship between inner differentiation in mathematics, student self-beliefs and mathematics performance. In addition the relationship of student self-beliefs in mathematics and mathematics achievement will be focused on in a wider – international context.

Methods for data analysis are correlative statistics and regression analysis.

Results of this study will give an insight into what is going on in fourth graders' classrooms in mathematics and provide valuable information on how inner differentiation and self-beliefs influence each other as well as student achievement in mathematics. Identifying and comparing patterns among other (European) countries may show a way in how to improve mathematics instruction for fourth graders in regard to fostering individual abilities and needs.