This symposium will enable delegates to consider how to address and respond to the diversity of needs of all learners through removing barriers and enabling participation in mathematical learning within the classroom environment.
Research will be presented on the use of the educational framework, Universal Design for Learning (UDL), in teaching, learning and assessment in order to fully exploit opportunities for mathematical progression for all learners.
The UDL approach recognises a dichotomy between a “one size fits all” mathematics curriculum and the needs for understanding diversity, technology and learning and calls for the embedding of three fundamental principles.
Multiple means of representation
customises how the curriculum is presented from the outset
guides the development of flexible, accommodating, mathematics-rich environments
gives learners various ways of acquiring information.
Multiple means of action and expression
offers options on how to interact and respond
complements the required expertise of teaching skills and systematic planning of mathematical experiences
provides alternatives for assessment to allow learners to demonstrate what they know.
Multiple means of engagement
provides various scenarios for advancement and excellence
presents choice to tap into interests
offers appropriate challenges and increases motivation.