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Differentiated instruction is a teaching philosophy and practice that deals with responding appropriately to student heterogeneity. In order to gain deep understanding of this complex concept, research methodology is challenged to use appropriate data collection and data analysis. The aim of this paper is to reflect on how system theory may be used as ontological and epistemic grounding for research on differentiated instruction. Three challenges for this research are presented: to focus on thedoi:10.14786/flr.v6i2.340 fatcat:ihtldpjy5jdspokw3tajthwrfa