UDL and Numeracy

UDL and Mathematics

In my ongoing research into the UDL model and how to implement it effectively in the classroom, I’ve mostly viewed this model in terms of subjects like ELA, science and social studies. Since these subject areas naturally involve inquiry and multiple means of expression and engagement, I’ve neglected to see how the UDL model can also make a big impact in mathematics as well. I’d like to look at mathematics with relation to the three core components of the UDL model of learning. How can math be used to offer multiple means of engagement, representation and action to students?

In terms of representing mathematical thinking, there are an endless supply of manipulatives that can help students find the best ways to express themselves. Whether they are blocks for counting, geoboards for creating shapes, ten frames for exploring 1s, 10s, 100s, 1000s, SMART boards, personal whiteboards, pattern blocks etc. etc. Not only do these manipulatives allow for personalized expression of mathematical thinking, but also assist in visualizing and processing new information.

With respect to providing multiple means of action and expression, manipulatives also are important resources in accomplishing this, but there are also numerous tools and assistive technologies that support expression as well. Tools such as personal whiteboards, geoboards, iPads (see my other blog on useful apps!) and SMART Boards can all be used to grant students access to a method of expression that is unique to them. For example, I’ve had one student who was passionate about finding and creating patterns using shapes and geoboards were the perfect tool for his expression.

Using mathematics to foster engagement in a UDL-style approach can also be very effective I believe. Granting choice and ownership of learning in mathematics can be one way to avoid any anxiety that may be associated with math. One way to grant choice and engage students in mathematics could be to use math centres. Providing games and activities that are relevant to the experiences and mathematical thinking of students can allow for each student to find a concept or mathematical process that they can excel at.

Thanks for reading!

-GZ