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Departmental Application of Universal Design for Learning - Mathematics

Dr. Laura Kyser Callis

Curry College, Milton, MA

Overview

Lambert’s Universal Design for Learning Mathematics expands upon the UDL framework to make it specific to mathematics and incorporate the research on high quality mathematics education. This framework is applicable not just for instruction, but for the policies and interactions with students outside of the classroom. This framework adds insight to our departmental work for equity and to increase participation in college mathematic courses.

Through this work, it is clear that our actions address five key areas, and decisions and considerations in these areas then impact the others.

The diversity of students taking upper-level math courses has outpaced the�growing diversity of the College.

Elements	Through Course Design & Curriculum	Through Instruction	Through Out-of-Classroom Interactions	Through Staffing, Scheduling, Policies, and Course Offerings
How do we create Supportive Classroom Environments?	Anticipate variability in background & build in just-in-time teaching	Attention to social relationships between peers (see Complex Instruction, Boaler)		Full time faculty teach lower and upper classes Mathematicians and Math teacher educators share upper-level courses
What do we do to make mathematics meaningful? To provide opportunities for sense-making?	Statistics courses use real data from a variety of disciplines Projects that address serious questions Simulation Based Inference curriculum Teaching Abstract Algebra for Understanding curriculum			Gen Ed course offerings that promote sense making & connections with disciplines
How do we support students’ positive development of their mathematical identity?		Celebrate interesting ideas Look for opportunities for student leadership, rotate leadership	Personal invites to present at Academic Forum or take further math courses	History of Mathematical Inquiry highlights mathematicians and mathematical ideas from across the world, from men and women.
How do we provide equitable feedback?		Desmos Activity Builder Small Group/Whole Class Discussion (Stein & Smith) Immediate feedback homework systems
In what ways do we focus on Core Ideas?	Choose curriculum and resources focused on core concepts: SBI, TAAFU, 3Blue 1Brown Use of technology to offload computation
How are the courses multimodal? In what ways do students have choice?	SBI Curriculum Video or written text with read-aloud features Interactive applets Just-in-time instruction to revisit or introduce background knowledge	Tactile – Symbolic – Abstract Specific – General		Minimize Pre-requisites Open up requirements for math & math ed minors Directed Self Placement Rotating upper-level electives scheduled around student schedules

References & Resources

Boaler, J. (2006). How a detracked mathematics approach promoted respect, responsibility, and high achievement. Theory Into Practice, 45(1), 40–46. https://doi.org/10.1207/s15430421tip4501_6
Chance, B., Mendoza, S., & Tintle, N. L. (2018, July). Student gains in conceptual understanding in introductory statistics with and without a curriculum focused on simulation-based inference. Proceedings of the tenth international conference on teaching statistics (ICOTS10), Kyoto, Japan. Link to textbook: https://www.wiley.com/en-us/Introduction+to+Statistical+Investigations%2C+2nd+Edition-p-9781119683568
Desmos Activity Builder. https://teacher.desmos.com/
Lambert, R. (2021). The magic is in the margins: UDL Math. Mathematics Teacher: Learning and Teaching PK-12, 114(9), 660-669. https://mathematizing4all.com/2021/09/22/udl-math/
Larsen, S., Johnson, E., & Weber, K. (Eds). (2013). The Teaching Abstract Algebra for Understanding Project: Designing and Scaling up a Curriculum Innovation. [Special issue]. Journal of Mathematical Behavior 32 (4). Link to curriculum: https://taafu.org/
Sanderson, G. [3Blue1Brown]. (2021, May 7). Essence of linear algebra [Video playlist]. YouTube. https://www.youtube.com/playlist?list=PLZHQObOWTQDPD3MizzM2xVFitgF8hE_ab
Smith, Margaret Schwan. (2011). 5 practices for orchestrating productive mathematics discussions. Reston, VA : [Thousand Oaks, CA] :National Council of Teachers of Mathematics ; Corwin.

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