Universal Design for Learning approach to the teaching of Mathematics
Name of school
Talbot Senior National School
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: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: 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: Powerpoint, video clips, interactive tools, parallel online mathematics programme (Mathletics).
Assessment: Teacher Observation schedules,
Mathletics assessment tools and children’s self-assessment, Case study approach over 4 week period
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
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
The UDL project centres around maximum pupil involvement allowing for building team work skills, with an element of inherent choice in tasks
Parental support was required through the required supervision of ten minute homework on Mathletics on line mathematics program from Monday to Thursday.
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
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
The gaps in achievement have lessened between our traditionally lower achieving children and the rest of the class.
I love Maths.
9, 10, 11, 12