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.
Amanda K. Riske, Catherine E. Cullicott, Amanda Mohammad Mirzaei, Amanda Jansen, and James Middleton
We introduce the Into Math Graph tool, which students use to graph how “into" mathematics they are over time. Using this tool can help teachers foster conversations with students and design experiences that focus on engagement from the student’s perspective.
Cory A. Bennett and Mick J. Morgan
Chalk Talks, a silent discussion protocol, can be used to begin developing cocreated norms. The insights gained shaped the support provided by both the teacher and students throughout the year.
Naomi A. Jessup, Jennifer A. Wolfe, Oyita Udiani,, and Crystal A. Kalinec-Craig
Ear to the Ground features voices from various corners of the mathematics education world.
Katherine Baker, Naomi A. Jessup, Victoria R. Jacobs, Susan B. Empson, and Joan Case
Productive struggle is an essential part of mathematics instruction that promotes learning with deep understanding. A video scenario is used to provide a glimpse of productive struggle in action and to showcase its characteristics for both students and teachers. Suggestions for supporting productive struggle are provided.
Matt Enlow and S. Asli Özgün-Koca
This month's Growing Problem Solvers focuses on Data Analysis across all grades beginning with visual representations of categorical data and moving to measures of central tendency using a “working backwards” approach.