Universal Design for Learning for Mathematics Education

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dc.contributor.authorGaunt, L.
dc.contributor.authorQuane, K.
dc.contributor.authorTrewartha, B.
dc.contributor.authorPorta, T.
dc.contributor.conferenceAnnual Conference of the Mathematics Education Research Group of Australasia (MERGA) (6 Jul 2025 - 10 Jul 2025 : Canberra)
dc.date.issued2025
dc.description.abstractIn this first paper of the Symposium: Strategies that promote inclusive mathematics education, we introduce the Universal Design for Learning (UDL) guidelines through a mathematics lens. Using a rapid review, empirical studies on mathematics and UDL in early years, primary, or secondary school settings were sought. Six research papers were identified from school settings with no results for early years research, thus, the Early Years Learning Framework was used to identify connections to mathematics in this context. Findings highlighted the potential of UDL to enhance mathematics education for all students creating a flexible and accessible curriculum.
dc.description.statementofresponsibilityLorraine Gaunt, Kate Quane, Belinda Trewartha, Tom Porta
dc.identifier.citationUnlocking Minds in Mathematics Education : Proceedings of the 47th Annual Conference of the Mathematics Education Research Group of Australasia (MERGA, 2025), 2025, pp.46-49
dc.identifier.isbn978-1-920846-36-7
dc.identifier.orcidPorta, T. [0000-0003-0624-3372]
dc.identifier.urihttps://hdl.handle.net/2440/146266
dc.language.isoen
dc.publisherMathematics Education Research Group of Australasia (MERGA)
dc.rights© MERGA Inc. 2025
dc.source.urihttps://merga.net.au/publications/annual-conference-proceedings/
dc.subjectUniversal Design for Learning (UDL); inclusive education environments; mathematics
dc.titleUniversal Design for Learning for Mathematics Education
dc.typeConference paper
pubs.publication-statusPublished online

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