Mathematics

mtlt-article-p660.pdf

The research article, The Magic Is in the Margins: UDL Math by Rachel Lambert (2021) is designed to help teachers, students, and educational stakeholders create more inclusive and equitable mathematics classrooms using Universal Design for Learning.

Teachers

Educators from kindergarten through grade 12 can use UDL Math strategies to design more accessible, engaging, and effective math lessons for diverse learners.

Students

Particularly those with disabilities, neurodiverse learners, and students who struggle with traditional math instruction will benefit from more inclusive approaches.

Administrators

Those involved in developing school policies and curriculum can integrate UDL principles to ensure equitable math education.

Special Education Professionals

The document bridges the gap between special education and mathematics education, providing strategies to support students with learning disabilities.

Grades

The document addresses PK–12 education, with specific examples from kindergarten, fifth grade, and ninth grade.

Subject Areas

Mathematics is the focus, particularly in making it accessible for students with disabilities through UDL strategies.

This Research Supports Inclusion and Equity by:

Encouraging Inclusive Teaching Practices

Helps teachers shift from traditional one-size-fits-all lessons to customized and student-centered instruction.
Encourages teaching strategies that recognize learner variability and promote accessibility.

Supporting Student Engagement

Discusses ways to increase motivation in mathematics by making learning meaningful, relevant, and culturally responsive.
Encourages collaborative learning and the development of a supportive classroom environment.

Providing Multiple Ways to Learn & Express Understanding

Promotes multiple means of engagement, representation, and action/expression to accommodate different learning styles.
Encourages using visuals, manipulatives, technology (e.g., Desmos), and hands-on activities to help all students access mathematical concepts.

Shifting from Deficit-Based to Strength-Based Learning

Moves away from the idea of “fixing” students with disabilities to empowering them as capable problem solvers.
Recognizes students’ unique strengths and leverages them in math learning.

Addressing Equity in Mathematics Education

Highlights the discriminatory barriers that students with disabilities face, such as being excluded from advanced math courses.
Advocates for inclusive classroom design that benefits all students, not just those with disabilities.

This article is a valuable resource for improving mathematics instruction through equity-focused, research-backed strategies.

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