Rethinking Disability and Mathematics
Purchase
Description
Every child has a right to make sense of math, and to use math to make sense of their worlds.
Despite their gifts, students with disabilities are often viewed from a deficit standpoint in mathematics classrooms. These students are often conceptualized as needing to be fixed or remediated. Rethinking Disability and Mathematics argues that mathematics should be a transformative space for these students, a place where they can discover their power and potential and be appreciated for their many strengths. Author Rachel Lambert introduces Universal Design for Learning for Math (UDL Math), a way to design math classrooms that empowers disabled and neurodiverse students to engage in mathematics in ways that lead to meaningful and joyful math learning. The book showcases how UDL Math can open up mathematics classrooms so that they provide access to meaningful understanding and an identity as a math learner to a wider range of students. Weaved throughout the book are the voices of neurodiverse learners telling their own stories of math learning.
Through stories of real teachers recognizing the barriers in their own math classrooms and redesigning to increase access, the book:
- Reframes students with disabilities from a deficit to an asset perspective, paving the way for trusting their mathematical thinking
- Offers equitable math instruction for all learners, including those with disabilities, neurodiverse students, and/or multilingual learners
- Applies UDL to the math classroom, providing practical tips and techniques to support students' cognitive, affective, and strategic development
- Immerses readers in math classrooms where all students are engaged in meaningful mathematics, from special education day classes to inclusive general education classrooms, from grades K-8.
- Integrates research on mathematical learning including critical math content such as developing number sense and place value, fluency with math facts and operations, and understanding fractions and algebraic thinking.
- Explores critical issues such as writing IEP goals in math
This book is designed for all math educators, both those trained as general education teachers and those trained as special education teachers. The UDL Math approach is adapted to work for all learners because everyone varies in how they perceive the world and in how they approach mathematical problem solving. When we rethink mathematics to include multiple ways of being a math learner, we make math accessible and engaging for a wider group of learners.
Contents
Dedication
Dedication
Foreword by Megan Franke
Foreword by Megan Franke
Preface
Preface
Acknowledgments
Acknowledgments
Chapter 1: Trust in Their Thinking
Chapter 1: Trust in Their Thinking
Part 1: Shifting Our Conceptions
Part 1: Shifting Our Conceptions
Chapter 2: Rethinking Disability
Chapter 2: Rethinking Disability
Chapter 3: Rethinking Mathematics
Chapter 3: Rethinking Mathematics
Chapter 4: Beyond the Binary Choice of Inquiry vs. explicit instruction
Chapter 4: Beyond the Binary Choice of Inquiry vs. explicit instruction
Part 2: Defining UDL Math
Part 2: Defining UDL Math
Chapter 5: What Is Universal Design for Learning (UDL) Math?
Chapter 5: What Is Universal Design for Learning (UDL) Math?
Chapter 6: Designing with UDL Math
Chapter 6: Designing with UDL Math
Part 3: Design in Action: Classroom Stories
Part 3: Design in Action: Classroom Stories
Chapter 7: Investing in Core Ideas
Chapter 7: Investing in Core Ideas
Chapter 8: Designing to Support Language Variability
Chapter 8: Designing to Support Language Variability
Chapter 9: Designing for Understanding of Mathematical Models
Chapter 9: Designing for Understanding of Mathematical Models
Chapter 10: Designing for Fact Fluency
Chapter 10: Designing for Fact Fluency
Chapter 11: Developing Student Strategies Through Number Strings
Chapter 11: Developing Student Strategies Through Number Strings
Chapter 12: Supporting Relationships and Community in Math Class
Chapter 12: Supporting Relationships and Community in Math Class
Chapter 13: Connecting Multiple Representations
Chapter 13: Connecting Multiple Representations
Chapter 14: Rethinking Assessment for Equity
Chapter 14: Rethinking Assessment for Equity
Chapter 15: Reimagining Math Goals in Individual Education Plans
Chapter 15: Reimagining Math Goals in Individual Education Plans
Appendix A: Core Ideas in K-8 Mathematics Aligned with Teaching Practices
Appendix A: Core Ideas in K-8 Mathematics Aligned with Teaching Practices
Appendix B: Barriers and Supports in Math Class from a Neurodiverse Perspective
Appendix B: Barriers and Supports in Math Class from a Neurodiverse Perspective
Additional materials
Description
Every child has a right to make sense of math, and to use math to make sense of their worlds.
Despite their gifts, students with disabilities are often viewed from a deficit standpoint in mathematics classrooms. These students are often conceptualized as needing to be fixed or remediated. Rethinking Disability and Mathematics argues that mathematics should be a transformative space for these students, a place where they can discover their power and potential and be appreciated for their many strengths. Author Rachel Lambert introduces Universal Design for Learning for Math (UDL Math), a way to design math classrooms that empowers disabled and neurodiverse students to engage in mathematics in ways that lead to meaningful and joyful math learning. The book showcases how UDL Math can open up mathematics classrooms so that they provide access to meaningful understanding and an identity as a math learner to a wider range of students. Weaved throughout the book are the voices of neurodiverse learners telling their own stories of math learning.
Through stories of real teachers recognizing the barriers in their own math classrooms and redesigning to increase access, the book:
- Reframes students with disabilities from a deficit to an asset perspective, paving the way for trusting their mathematical thinking
- Offers equitable math instruction for all learners, including those with disabilities, neurodiverse students, and/or multilingual learners
- Applies UDL to the math classroom, providing practical tips and techniques to support students' cognitive, affective, and strategic development
- Immerses readers in math classrooms where all students are engaged in meaningful mathematics, from special education day classes to inclusive general education classrooms, from grades K-8.
- Integrates research on mathematical learning including critical math content such as developing number sense and place value, fluency with math facts and operations, and understanding fractions and algebraic thinking.
- Explores critical issues such as writing IEP goals in math
This book is designed for all math educators, both those trained as general education teachers and those trained as special education teachers. The UDL Math approach is adapted to work for all learners because everyone varies in how they perceive the world and in how they approach mathematical problem solving. When we rethink mathematics to include multiple ways of being a math learner, we make math accessible and engaging for a wider group of learners.
Contents
Dedication
Dedication
Foreword by Megan Franke
Foreword by Megan Franke
Preface
Preface
Acknowledgments
Acknowledgments
Chapter 1: Trust in Their Thinking
Chapter 1: Trust in Their Thinking
Part 1: Shifting Our Conceptions
Part 1: Shifting Our Conceptions
Chapter 2: Rethinking Disability
Chapter 2: Rethinking Disability
Chapter 3: Rethinking Mathematics
Chapter 3: Rethinking Mathematics
Chapter 4: Beyond the Binary Choice of Inquiry vs. explicit instruction
Chapter 4: Beyond the Binary Choice of Inquiry vs. explicit instruction
Part 2: Defining UDL Math
Part 2: Defining UDL Math
Chapter 5: What Is Universal Design for Learning (UDL) Math?
Chapter 5: What Is Universal Design for Learning (UDL) Math?
Chapter 6: Designing with UDL Math
Chapter 6: Designing with UDL Math
Part 3: Design in Action: Classroom Stories
Part 3: Design in Action: Classroom Stories
Chapter 7: Investing in Core Ideas
Chapter 7: Investing in Core Ideas
Chapter 8: Designing to Support Language Variability
Chapter 8: Designing to Support Language Variability
Chapter 9: Designing for Understanding of Mathematical Models
Chapter 9: Designing for Understanding of Mathematical Models
Chapter 10: Designing for Fact Fluency
Chapter 10: Designing for Fact Fluency
Chapter 11: Developing Student Strategies Through Number Strings
Chapter 11: Developing Student Strategies Through Number Strings
Chapter 12: Supporting Relationships and Community in Math Class
Chapter 12: Supporting Relationships and Community in Math Class
Chapter 13: Connecting Multiple Representations
Chapter 13: Connecting Multiple Representations
Chapter 14: Rethinking Assessment for Equity
Chapter 14: Rethinking Assessment for Equity
Chapter 15: Reimagining Math Goals in Individual Education Plans
Chapter 15: Reimagining Math Goals in Individual Education Plans
Appendix A: Core Ideas in K-8 Mathematics Aligned with Teaching Practices
Appendix A: Core Ideas in K-8 Mathematics Aligned with Teaching Practices
Appendix B: Barriers and Supports in Math Class from a Neurodiverse Perspective
Appendix B: Barriers and Supports in Math Class from a Neurodiverse Perspective
Additional materials
Reviews
Rethinking Disability and Mathematics
A UDL Math Classroom Guide for Grades K-8
April 2024 | 304 pages | Corwin
| Format | Published Date | ISBN | Price |
|---|---|---|---|
| Paperback | 01/02/2026 | 9781071926031 | $40.95 |
| Lifetime | 01/02/2026 | 9781071941171 | $37.00 |
Every child has a right to make sense of math, and to use math to make sense of their worlds.
Despite their gifts, students with disabilities are often viewed from a deficit standpoint in mathematics classrooms. These students are often conceptualized as needing to be fixed or remediated. Rethinking Disability and Mathematics argues that mathematics should be a transformative space for these students, a place where they can discover their power and potential and be appreciated for their many strengths. Author Rachel Lambert introduces Universal Design for Learning for Math (UDL Math), a way to design math classrooms that empowers disabled and neurodiverse students to engage in mathematics in ways that lead to meaningful and joyful math learning. The book showcases how UDL Math can open up mathematics classrooms so that they provide access to meaningful understanding and an identity as a math learner to a wider range of students. Weaved throughout the book are the voices of neurodiverse learners telling their own stories of math learning.
Through stories of real teachers recognizing the barriers in their own math classrooms and redesigning to increase access, the book:
- Reframes students with disabilities from a deficit to an asset perspective, paving the way for trusting their mathematical thinking
- Offers equitable math instruction for all learners, including those with disabilities, neurodiverse students, and/or multilingual learners
- Applies UDL to the math classroom, providing practical tips and techniques to support students' cognitive, affective, and strategic development
- Immerses readers in math classrooms where all students are engaged in meaningful mathematics, from special education day classes to inclusive general education classrooms, from grades K-8.
- Integrates research on mathematical learning including critical math content such as developing number sense and place value, fluency with math facts and operations, and understanding fractions and algebraic thinking.
- Explores critical issues such as writing IEP goals in math
This book is designed for all math educators, both those trained as general education teachers and those trained as special education teachers. The UDL Math approach is adapted to work for all learners because everyone varies in how they perceive the world and in how they approach mathematical problem solving. When we rethink mathematics to include multiple ways of being a math learner, we make math accessible and engaging for a wider group of learners.
Table Of Contents:
- Dedication
- Foreword by Megan Franke
- Preface
- Acknowledgments
- Chapter 1: Trust in Their Thinking
- Part 1: Shifting Our Conceptions
- Chapter 2: Rethinking Disability
- Chapter 3: Rethinking Mathematics
- Chapter 4: Beyond the Binary Choice of Inquiry vs. explicit instruction
- Part 2: Defining UDL Math
- Chapter 5: What Is Universal Design for Learning (UDL) Math?
- Chapter 6: Designing with UDL Math
- Part 3: Design in Action: Classroom Stories
- Chapter 7: Investing in Core Ideas
- Chapter 8: Designing to Support Language Variability
- Chapter 9: Designing for Understanding of Mathematical Models
- Chapter 10: Designing for Fact Fluency
- Chapter 11: Developing Student Strategies Through Number Strings
- Chapter 12: Supporting Relationships and Community in Math Class
- Chapter 13: Connecting Multiple Representations
- Chapter 14: Rethinking Assessment for Equity
- Chapter 15: Reimagining Math Goals in Individual Education Plans
- Appendix A: Core Ideas in K-8 Mathematics Aligned with Teaching Practices
- Appendix B: Barriers and Supports in Math Class from a Neurodiverse Perspective