Contemporary educational frameworks increasingly prioritize student-centered pedagogical approaches to accommodate diverse learning needs. In Georgia, differentiated instruction became mandatory in 2018 with the implementation of the third generation National Curriculum, requiring teachers to adapt their methods to accommodate diverse learning needs, including students with special educational needs (SEN) and gifted students.

This study examines the implementation and effectiveness of differentiated learning approaches in elementary mathematics education across public and private schools in Adjara region, Georgia.

The study employed a sequential mixed-methods design, incorporating systematic literature review, quantitative survey data from 79 elementary mathematics teachers across 10 schools (8 public, 2 private), and qualitative semi-structured interviews.

Findings reveal substantial gaps between policy mandates and classroom implementation:
- Implementation Patterns: Only 29.1% of teachers systematically use differentiated approaches, while 41.8% use them rarely, and 29.1% do not implement differentiation at all.
- Misconceptions about Differentiation: 78.5% of respondents believe differentiation is primarily needed for SEN students, with only 2.6% recognizing it as necessary for all learners.
- Differentiation Strategies: Teachers primarily differentiate assignments (48.1%) rather than instructions (25.3%) or learning objectives (19%).
- Barriers to Implementation: Key challenges include insufficient educational resources (49.4%), parental attitudes (40.5%), and lack of methodological guidance.
- Professional Development Needs: 58.2% of teachers expressed desire for more literature and guidance materials on differentiated instruction methods.

The findings highlight the need for:
a. comprehensive teacher training programs on differentiation methodologies;
b. development of practical handbooks with specific examples for mathematics differentiation;
c. enhanced parental awareness regarding diverse learning needs;
d. improved availability of educational resources in schools.

This research provides empirical evidence on the current state of differentiated instruction in elementary mathematics education in a post-Soviet educational context. The findings contribute to understanding implementation challenges and inform policy recommendations for improving inclusive mathematics education practices.

Despite national curriculum mandates, effective differentiated instruction implementation necessitates comprehensive systemic support through targeted professional development, resource allocation, and paradigm shifts in conceptualizing educational equity.

Keywords: Differentiated instruction, elementary mathematics, inclusive education, teacher practices, educational equity.