Naomi Church
National Math Curriculum Specialist
Every student brings a unique set of strengths, experiences, and challenges to the classroom. As educators, our goal is to create learning environments where all students can thrive. Universal Design for Learning (UDL) provides a powerful framework to achieve this by proactively designing instruction that removes barriers and optimizes learning for all students.
The Why Behind UDL
UDL is grounded in the science of learning and the understanding that variability is the norm, not the exception. Instead of retrofitting lessons to accommodate individual learners after the fact, UDL encourages educators to design learning experiences that are inherently flexible and responsive to student needs from the start. This proactive approach benefits all students, including those who have traditionally been underserved in math classrooms.
The Three Principles of UDL in Math Instruction
The UDL framework is built on three core principles, each offering opportunities to enhance math instruction:
Multiple Means of Engagement – The why of learning:
- Foster a sense of belonging and motivation by designing options for how students engage with math tasks.
- Connect math to real-world applications and student interests to increase relevance.
- Use collaborative learning structures and goal-setting strategies to promote persistence.
Multiple Means of Representation – The what of learning:
- Present mathematical concepts in varied ways, such as through the Concrete-Representational-Abstract (CRA or CSA) instructional methodology.
- Offer supports like guided notes, videos, and step-by-step problem-solving demonstrations.
- Provide just-in-time scaffolds to support comprehension, especially for multilingual learners and students with learning differences.
Multiple Means of Action & Expression – The how of learning:
- Allow students to demonstrate their understanding through diverse methods, including verbal explanations, written reflections, and interactive digital tools.
- Encourage the use of assistive technology and problem-solving strategies that leverage individual strengths.
- Promote self-regulation skills by embedding opportunities for reflection, goal setting, and celebration.
Making UDL Actionable in the Math Classroom
Applying UDL doesn’t mean reinventing the wheel—it means making small but intentional shifts that increase access and engagement for all learners. Here are a few practical strategies:
- Flexible Grouping: Rotate between whole-group instruction, small-group discussions, and independent problem-solving to meet diverse learning needs. My Math Academy’s Educator Center includes student grouping recommendations based on continuous formative assessment within the program and accompanying standards-based lessons plans and resources that are easy to implement.
- Offer Choices: Choice helps students to feel ownership and agency over their learning opportunities. In a classroom the choice can be as seemingly simple as which color would you like to write in, or would you prefer to do the odd or even problems. Upon logging in to My Math Academy, students immediately get a choice of which game they want to play!
- Technology as a Support, Not a Replacement: Use digital tools to provide immediate feedback, visual representations, and interactive learning experiences.
UDL and Age of Learning’s Math Solutions
At Age of Learning, we design our programs with UDL in mind, ensuring that every student has the opportunity to build mathematical proficiency. My Math Academy, for example, personalizes instruction based on each learner’s progress, providing multiple ways to engage, represent, and express their understanding. By aligning with UDL principles, we empower students to take ownership of their learning and develop confidence in their mathematical abilities.
Conclusion
When we embrace UDL in math instruction, we move beyond access to true inclusion and agency. By designing inclusive learning experiences that honor student variability, we create classrooms where all learners can reach their full potential. As educators, we have the opportunity and responsibility to ensure that every student sees themselves as capable and confident mathematicians.