Universal Design for Learning approach to the teaching of Mathematics


Title

Universal Design for Learning approach to the teaching of Mathematics

Author

Caitríona Wynne

Name of school

Talbot Senior National School

Description

300 pupils aged 9-12, 22 teachers, 8 special needs assistants. School designated DEIS 1 (disadvantaged) This case study focused on a class of 20 3rd grade children.

Goals

Goals:The application of the Universal Design for Learning approach to the teaching of Mathematics in order to support inclusion of children with additional needs and all children

Methods

Methods: Task design using ICT as a mode of presentation, engagement and expression during mathematics lessons, based on UDL theory. CAST (2012) http://www.cast.org/udl/

Materials

Materials: Powerpoint, video clips, interactive tools, parallel online mathematics programme (Mathletics).

Assessment

Assessment: Teacher Observation schedules,

Mathletics assessment tools and children’s self-assessment, Case study approach over 4 week period

ICT

In innovative task design as a means of presentation, insuring sustained engagement, and also as a mode of students mathematical expression, allowing for choice and self-directed learning

eTwinning

Last year an e-twinning project took place between our school and a French school on 1916 and historical topics.

Previous project took place with a polish school

Mobility

The UDL project centres around maximum pupil involvement allowing for building team work skills, with an element of inherent choice in tasks

Stakeholders

Parental support was required through the required supervision of ten minute homework on Mathletics on line mathematics program from Monday to Thursday.

Success

Teacher Collaboration

Teachers were informed by the most current research on the value of UDL and ICT approach.

Teachers were innovative in their use of ICT and task design

Support of principal

Head-teacher

Our Mathematics scores are significantly improving year on year since we have started to innovate and use ICT in a more planned way in Mathematics

Teachers

The gaps in achievement have lessened between our traditionally lower achieving children and the rest of the class.

Pupils

I love Maths.

Country

Ireland

Subject

STEM

Age

9, 10, 11, 12