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.

Mathematics Teacher: Learning and Teaching PK-12
  • Battey, Dan, Rebecca A. Neal, Luis Leyva, and Karlyn Adams-Wiggins. 2016. “The Interconnectedness of Relational and Content Dimensions of Quality Instruction: Supportive Teacher-Student Relationships in Urban Elementary Mathematics Classrooms." The Journal of Mathematical Behavior 42, no. 1 (June): 119.

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Bibby, Tamara. 2002. “Shame: An Emotional Response to Doing Mathematics as an Adult and a Teacher." British Educational Research Journal 28, no. 5 (October): 70521.

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Boaler, Jo. 2008. “Promoting ‘Relational Equity’ and High Mathematics Achievement through an Innovative Mixed‐Ability Approach." British Educational Research Journal 34, no. 2 (June): 16794.

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Boaler, Jo, and Tesha Sengupta-Irving. 2016. “The Many Colors of Algebra: The Impact of Equity Focused Teaching upon Student Learning and Engagement." The Journal of Mathematical Behavior 41 (March): 17990.

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Carpenter, Thomas P., Elizabeth Fennema, Megan Loef Franke, Linda Levi, and Susan B. Empson. 2015. Children’s Mathematics: Cognitively Guided Instruction. 2nd ed. Portsmouth, NH: Heinemann.

    • Search Google Scholar
    • Export Citation
  • Cohen, Elizabeth G., and Rachel A. Lotan. 2014. Designing Groupwork: Strategies for the Heterogeneous Classroom. 3rd ed. New York: Teachers College Press.

    • Search Google Scholar
    • Export Citation
  • Desoete, Annemie, and Brigitte De Craene. 2019. “Metacognition and Mathematics Education: An Overview." ZDM: The International Journal on Mathematics Education 51, no. 4 (June): 56575.

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Devine, Amy, Francesca Hill, Emma Carey, and Dénes Szűcs. 2018. “Cognitive and Emotional Math Problems Largely Dissociate: Prevalence of Developmental Dyscalculia and Mathematics Anxiety." Journal of Educational Psychology 110, no. 3 (April): 43144.

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Empson, Susan B., and Linda Levi. 2011. Extending Children’s Mathematics: Fractions and Decimals: Innovations in Cognitively Guided Instruction. Portsmouth, NH: Heinemann.

    • Search Google Scholar
    • Export Citation
  • Faulkner, Valerie N., Cathy L. Crossland, and Lee V. Stiff. 2013. “Predicting Eighth-Grade Algebra Students with Individualized Education Programs." Exceptional Children 79, no. 3 (Spring): 32945.

    • Search Google Scholar
    • Export Citation
  • IDEO. 2012. “Design Thinking for Educators." http://designthinkingforeducators.com/.

  • Immordino-Yang, Mary Helen, and Antonio Damasio. 2007. “We Feel, Therefore We Learn: The Relevance of Affective and Social Neuroscience to Education." Mind, Brain, and Education 1, no. 1 (March): 310.

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Indar, Gayitri Kavita. 2018. An Equity-Based Evolution of Universal Design for Learning: Participatory Design for Intentional Inclusivity. Orlando, FL: The Universal Design for Learning Implementation and Research Network.

    • Search Google Scholar
    • Export Citation
  • Jackson, Hal G., and Richard S. Neel. 2006. “Observing Mathematics: Do Students with EBD Have Access to Standards-Based Mathematics Instruction?" Education and Treatment of Children 29, no. 4 (November): 122.

    • Search Google Scholar
    • Export Citation
  • Kelemanik, Grace, Amy Lucenta, Susan Janssen Creighton, and Magdalene Lampert. 2016. Routines for Reasoning: Fostering the Mathematical Practices in All Students. Portsmouth, NH: Heinemann.

    • Search Google Scholar
    • Export Citation
  • Krähenmann, Helena, Elisabeth Moser Opitz, Susanne Schnepel, and Meret Stöckli. 2019. “Inclusive Mathematics Instruction: A Conceptual Framework and Selected Research Results of a Video Study." In Inclusive Mathematics Education, edited by David Kollosche, Renato Marcone, Michel Knigge, Miriam Godoy Penteado, and Ole Skovsmose, pp. 17996. New York: Springer International.

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Lambert, Rachel. 2018. “‘Indefensible, Illogical, and Unsupported’; Countering Deficit Mythologies about the Potential of Students with Learning Disabilities in Mathematics." Education Sciences 8, no. 2 (May): 72.

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Lambert, Rachel. 2020. “Increasing Access to Universally Designed Mathematics Classrooms." Stanford, CA: PACE. https://edpolicyinca.org/publications/increasing-access-universally-designed-mathematics-classrooms.

    • Search Google Scholar
    • Export Citation
  • Lambert, Rachel, Mina Chun, Jessie Davis, Kay Lynn Ceja, Katie Aguilar, Pauline Moran, and Lindsey Manset. 2019. “‘My Dyslexia Is Like a Bubble’: How Insiders with Learning Disabilities Describe Their Differences, Strengths, and Challenges." Learning Disabilities: A Multidisciplinary Journal 24, no. 1 (January): 118.

    • Search Google Scholar
    • Export Citation
  • Lambert, Rachel, Kara Imm, Avery McNiff, Rachel Schuck, and Sunghee Choi. Forthcoming. “UDL Is the What, Design Thinking is the How: Designing for Differentiation in Mathematics." Mathematics Teacher Education and Development 23 (3): 5478.

    • Search Google Scholar
    • Export Citation
  • Lambert, Rachel, Trisha Sugita, Cathery Yeh, Jessica H. Hunt, and Shayne Brophy. 2020. “Documenting Increased Participation of a Student with Autism in the Standards for Mathematical Practice." Journal of Educational Psychology 112, no. 3 (April): 494513.

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Lambert, Rachel, and Despina A. Stylianou. 2013. “Posing Cognitively Demanding Tasks to All Students." Mathematics Teaching in the Middle School 18, no. 8 (April): 500506.

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Lambert, Rachel, and Paulo Tan. 2020. “Does Disability Matter in Mathematics Educational Research? A Critical Comparison of Research on Students with and without Disabilities." Mathematics Education Research Journal 32, no. 1 (December): 535.

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Larmer, John, John R. Mergendoller, and Suzie Boss. 2015. Setting the Standard for Project Based Learning: A Proven Approach to Rigorous Classroom Instruction. Alexandria, VA: ASCD.

    • Search Google Scholar
    • Export Citation
  • Lev, Sara. 2021. “Empowering Our Youngest Learners: Designing a Sensory ‘Recess Path’ Using Early Elementary Mathematics." In Project-Based Learning in Elementary Classrooms: Making Mathematics Come Alive, edited by Jean Lee and Enrique Galindo, p. 2955. Reston, VA: National Council of Teachers of Mathematics.

    • Search Google Scholar
    • Export Citation
  • Linton, Simi. 1998. Claiming Disability: Knowledge and Identity. New York: NYU Press.

  • Meyer, Anne, David H. Rose, and David Gordon. 2014. Universal Design for Learning: Theory and Practice. Wakefield, MA: CAST Professional Publishing.

    • Search Google Scholar
    • Export Citation
  • National Academies of Sciences, Engineering, and Medicine. 2018. How People Learn II: Learners, Contexts, and Cultures. Washington, DC: The National Academies Press .

    • Search Google Scholar
    • Export Citation
  • National Council of Teachers of Mathematics (NCTM). 2000. Principles and Standards for School Mathematics. Reston, VA: NCTM.

  • National Council of Teachers of Mathematics (NCTM). 2014. Principles to Actions: Ensuring Mathematical Success for All. Reston, VA: NCTM.

    • Search Google Scholar
    • Export Citation
  • Oliver, Michael. 2009. “The Social Model in Context." In Rethinking Normalcy: A Disability Studies Reader, edited by Tanya Titchkosky and Rod Michalko, pp. 1930. Toronto: Canadian Scholars’ Press.

    • Search Google Scholar
    • Export Citation
  • Robinson, John Elder. 2013. “What Is Neurodiversity?" My Life with Asperger’s (blog), Psychology Today. https://www.psychologytoday.com/blog/my-life-aspergers/201310/what-is-neurodiversity.

    • Search Google Scholar
    • Export Citation
  • Rose, Todd. 2017. End of Average: Unlocking Our Potential by Embracing What Makes Us Different. New York: HarperCollins.

  • Russell, Susan Jo. 2010. “The Habit of Reasoning: Undercovering Competence through Focused Instruction." In Models of Intervention in Mathematics: Reweaving the Tapestry, edited by Catherine Twomey Fosnot, p. 2543. New York: National Council of Teachers of Mathematics.

    • Search Google Scholar
    • Export Citation
  • Waitoller, Federico R., and Kathleen A. King Thorius. 2016. “Cross-Pollinating Culturally Sustaining Pedagogy and Universal Design for Learning: Toward an Inclusive Pedagogy That Accounts for Dis/Ability." Harvard Educational Review 86, no. 3 (September): 36689.

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Zhang, Dake, Yan Ping Xin, Karleah Harris, and Yi Ding. 2014. “Improving Multiplication Strategic Development in Children with Math Difficulties." Learning Disability Quarterly 37, no. 1 (September): 1530.

    • Crossref
    • Search Google Scholar
    • Export Citation

Metrics

All Time Past Year Past 30 Days
Abstract Views 4869 4869 57
Full Text Views 127 127 17
PDF Downloads 119 119 14
EPUB Downloads 0 0 0