In order to meet the needs of our increasingly diverse population of children, it is essential to rethink how mathematics lessons are planned and structured so as to enable all children to develop the skills necessary to address the mathematical challenges they face in daily life with confidence and competence. This mathematics research network reports on how primary school teachers can create inclusive classrooms by applying the principals of the educational framework, Universal Design for Learning (UDL).
UDL draws on the theoretical underpinnings of guided-discovery learning and constructivism (Vygotsky, 1978); brain research about learner differences (Rose et al, 2002); as well as Gardner’s Theory on Multiple Intelligences (2000). UDL recommends offering choice to children in what curriculum content is presented to them; how this content is mediated; how the children are expected to engage with this content and demonstrate what they have learnt (Katz, 2014 & Kumar, 2010).
This network presently consists of four research hubs; the first of which explored the use of the UDL approach and its’ application to lesson planning in order to design ‘rich tasks’ to meet, challenge and extend the learning of four higher attaining pupils in mathematics.
The second hub is trialling a “team teaching” collaborative approach between learning support and class teacher in the planning and delivery of mathematics lessons. It is based on the premise that all pupils, regardless of any special educational requirement, need to belong to their peer group and to mix with different levels of ability in a variety of situations. Therefore, additional teaching support for these pupils is provided within the mainstream classroom (DES, 2003).
The third hub is endeavouring to capture responses and experiences to the implementation of UDL in the infant mathematics classroom. The research design consists of two case study schools (one urban and one rural). Training on the use of Numicon within the UDL guidelines to support inclusion in early years’ mathematics classrooms is to be conducted by the researchers.
The fourth hub focuses of two teacher education programmes from Northern and Southern Ireland in which pre-service teachers explore the synergies between the use of ICT and UDL in order to remove barriers and enhance lessons through the use of technology.
Early results appear to indicate an increase in children’s engagement and attainment as well as teacher’ confidence in developing mathematics lesson plans that more effectively meet all children’s learning needs in inclusive classrooms.