All students have strengths that can be leveraged through universally designed instruction.

Supplementary Materials

    • Appendix (136 KB)

 

 

Mathematics Teacher: Learning and Teaching PK-12
  • CAST. 2018. “Universal Design for Learning Guidelines Version 2.2." Graphic organizer. http://udlguidelines.cast.org.

  • Davis, Robert. 1992. “Understanding Understanding." Journal of Mathematical Behavior 11, no. 3: 22541.

  • Every Student Succeeds Act. 2015. 20 U.S.C. § 6301. https://www.congress.gov/bill/114th-congress/senate-bill/1177.

  • Illustrative Mathematics. 2020. “Grade 4 Teacher Resource Book." https://illustrativemathematics.org/math-curriculum/k-5-math/.

  • Kobett, Beth, and Karen Karp. 2020. Strengths-Based Teaching and Learning in Mathematics: Five Teaching Turnarounds for Grades K–6. Thousand Oaks, CA: Corwin.

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  • Lewis, Katherine E. 2018. “Difference, Not Deficit: Assessing Issues of Access in Mathematics for Students with Disabilities." In Access and Equity: Promoting High-Quality Mathematics Grades 3–5, edited by Sandra Crespo, Sylvia Celedón-Pattichis, and Marta Civil, pp. 3548. Reston, VA: National Council of Teachers of Mathematics.

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  • National Council of Teachers of Mathematics (NCTM). 2014. Principles to Actions: Ensuring Mathematical Success for All. Reston, VA: NCTM.

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  • National Governors Association Center for Best Practices (NGA Center) and Council of Chief State School Officers (CCSSO). 2010. Common Core State Standards for Mathematics. Washington, DC: NGA Center and CCSSO. http://www.corestandards.org.

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  • Smith, Margaret, Victoria Bill, and Elizabeth Hughes. 2008. “Thinking through a Lesson: Successfully Implementing High-Level Tasks." Mathematics Teaching in the Middle School 14, no. 3 (October): 13238.

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