Major
Educational Studies
Second Major
Mathematics
Submission Type
Poster
Area of Study or Work
Educational Studies
Faculty Advisor
Leah Nillas
Expected Graduation Date
2027
Location
State Farm Hall
Start Date
4-13-2024 9:00 AM
End Date
4-13-2024 12:00 PM
Abstract
With the increasing awareness in the field of education for accessible curriculums designed to meet the diverse learning styles of students, Universal Design for Learning (UDL) has been adopted by many schools, teachers, and even written into legislation. UDL was first created by the educators at the Center for Applied Special Technology (CAST) as a system of guidelines and supports to optimize inclusive learning strategies that address the needs of all learners through the use of multiple means of engagement, representation, and action and expression (CAST, 2018). Specifically, in mathematics classrooms, UDL has been shown to increase students’ mathematical comprehension by accommodating for learner variability in instruction delivery (Lambert, 2017). This self-study focused on the use of UDL in the high school mathematics classroom in an urban midwestern school setting. Participants included students in two Honors Algebra II classes, two Finite Math classes, and one AP Statistics class. Data was collected in the form of lesson plans, observations, and student work to investigate how students’ conceptual understanding of mathematical content is affected by the integration of UDL. Furthermore, methods of implementing UDL support in the mathematics curriculum were explored to further recommendations for accommodating all diverse learning styles in mathematics classrooms.
Implementing Universal Design for Learning (UDL) in a High School Mathematics Classroom
State Farm Hall
With the increasing awareness in the field of education for accessible curriculums designed to meet the diverse learning styles of students, Universal Design for Learning (UDL) has been adopted by many schools, teachers, and even written into legislation. UDL was first created by the educators at the Center for Applied Special Technology (CAST) as a system of guidelines and supports to optimize inclusive learning strategies that address the needs of all learners through the use of multiple means of engagement, representation, and action and expression (CAST, 2018). Specifically, in mathematics classrooms, UDL has been shown to increase students’ mathematical comprehension by accommodating for learner variability in instruction delivery (Lambert, 2017). This self-study focused on the use of UDL in the high school mathematics classroom in an urban midwestern school setting. Participants included students in two Honors Algebra II classes, two Finite Math classes, and one AP Statistics class. Data was collected in the form of lesson plans, observations, and student work to investigate how students’ conceptual understanding of mathematical content is affected by the integration of UDL. Furthermore, methods of implementing UDL support in the mathematics curriculum were explored to further recommendations for accommodating all diverse learning styles in mathematics classrooms.