How do you use UDL principles to design math tasks for diverse learners?

1 Multiple means of representation

One way to use UDL to design math tasks is to provide multiple means of representation, which means offering different ways of presenting information and concepts. For example, you can use visuals, manipulatives, symbols, words, and audio to explain and illustrate math ideas. You can also use different formats, such as videos, slides, games, and books, to deliver math content. By providing multiple means of representation, you can help your learners access and comprehend math information in ways that suit their strengths and preferences.

2 Multiple means of action and expression

Another way to use UDL to design math tasks is to provide multiple means of action and expression, which means offering different ways of demonstrating understanding and solving problems. For example, you can allow your learners to choose how they want to show their work, such as writing, drawing, speaking, or using technology. You can also provide different tools, such as calculators, graph paper, or digital apps, to help your learners perform math operations and calculations. By providing multiple means of action and expression, you can help your learners express their thinking and creativity in math.

3 Multiple means of engagement

A third way to use UDL to design math tasks is to provide multiple means of engagement, which means offering different ways of motivating and involving your learners. For example, you can use relevant and meaningful contexts, such as real-world situations, personal interests, or cultural connections, to make math tasks more appealing and relevant. You can also use different levels of challenge, such as open-ended questions, multiple solutions, or extensions, to make math tasks more stimulating and rewarding. By providing multiple means of engagement, you can help your learners develop interest and confidence in math.

4 Examples of UDL math tasks

To demonstrate how UDL principles can be applied to math tasks, let's examine some examples. Suppose your goal is to have learners practice adding fractions with unlike denominators. UDL can be used to create a math task that offers multiple means of representation, action, and expression, as well as engagement. Representation can include fraction strips, pies, grids, or number lines, as well as words, symbols, or audio to explain the steps and rules. As for action and expression, learners could be allowed to choose how they want to show their work, such as writing equations or drawing models. Different tools, like fraction calculators or digital apps, can help them find and compare fractions. Finally, engagement can be improved by using a context that relates to learners' interests or experiences. You could also challenge them by asking them to create their own fractions, find different ways to add them, or explain their reasoning.

5 Benefits of UDL math tasks

Implementing UDL principles in math tasks can be highly beneficial for both your learners and yourself. It can help you meet the diverse needs and preferences of your learners by allowing them to choose how they learn and demonstrate their math skills. Additionally, UDL can foster the development of your learners' math understanding, problem-solving, communication, and creativity by giving them multiple ways to access, express, and engage with math content. Finally, UDL can also enhance your teaching practice by providing guidance and a tool to plan, implement, and evaluate your math instruction.

6 Here’s what else to consider

This is a space to share examples, stories, or insights that don’t fit into any of the previous sections. What else would you like to add?