Celebrating the mathematical brilliance of all children
Students come to school with varying degrees of prior mathematics experiences, understandings, and levels of confidence—all of which can be challenging for teachers. Below are three strategies based on Universal Design for Learning (cast.org) to highlight and leverage the mathematical brilliance of all children, including children with dis/abilities.
Contributor Notes
Cathery Yeh, yeh@chapman.edu, is an assistant professor at Chapman University in Orange, California. She researches issues of equity in mathematics, in particular, capturing teachers' efforts to disrupt language, gender, and dis/ability hierarchies in mathematics classrooms.
