In this article, I propose a mathematical version of Universal Design for Learning called UDL Math. I describe three classrooms that include students with disabilities in meaningful mathematics and explore how the teachers create access through multiple means of engagement, representation, and strategic action.
Ear to the Ground features voices from various corners of the mathematics education world.
LauraMarie K. Coleman
Struggling students engage in a scaffolded series of problems and learning experiences that provide access to grade-level content.