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.
Cathery Yeh, firstname.lastname@example.org, 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.
Theodore Chao, email@example.com, is an assistant professor of mathematics education at The Ohio State University. His research focuses on engaging all students to feel confident in their mathematical brilliance.
Edited by Imani Goffney, firstname.lastname@example.org, who conducts research at the University of Maryland-College Park, where she is an assistant professor in mathematics education and teaches courses for undergraduate and graduate students. Her research focuses on mathematics instruction and on interventions designed to improve its quality and effectiveness, especially for students not traditionally served well by our educational system.