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Rachel Lambert

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.

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Katherine E. Lewis

Mathematical learning disability (MLD) research often conflates low achievement with disabilities and focuses exclusively on deficits of students with MLDs. In this study, the author adopts an alternative approach using a response-to-intervention MLD classification model to identify the resources students draw on rather than the skills they lack. Detailed diagnostic analyses of the sessions revealed that the students understood mathematical representations in atypical ways and that this directly contributed to the persistent difficulties they experienced. Implications for screening and remediation approaches are discussed.

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Casey Hord and Samantha Marita

Support math conversations and teach students to approach various problem-solving tasks by encouraging the use of tables.

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Elizabeth T. Walker and Jeffrey S. Molisani

Multiple entry points on the road to assessing students can tell teachers if students can do math and therefore apply math to real-world problems.

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Robert Q. Berry III and Mark W. Ellis

See how one seventh-grade teacher melds NCTM's Process Standards, CCSSM's Standards for Mathematical Practice, and multidimensional teaching to engage students.

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Sydney M. Holbert and Angela T. Barlow

To support all students in meeting the Common Core's Standards for Mathematical Practice, consider the key features of tasks without words.

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Lisa A. Dieker, Michelle Stephan, and Jennifer Smith

A conceptual framework can show a general education and a special education teacher how to team teach so that a range of students can learn together in today's classroom.

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Thomas E. Hodges, Terry D. Rose, and April D. Hicks

A series of diagnostic questions helps this teacher better assess and comprehend the misconceptions of third graders who struggle with multiplication.

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Teresa J. Gardner

Classroom activities can be part of an effective teaching strategy to help children whose math performance demonstrates a learning deficit.

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Sally Moomaw, Victoria Carr, Mary Boat, and David Barnett

Consider using a game-based assessment of number sense in young children, including those at risk because of socioeconomic level, disability, or the necessity of learning a second language.