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CORWIN MATHEMATICS SER: RETHINKING DISABILITY MATHEMTCS

Professional Development

Education & Professional Development

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B2B & B2C

<P>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 and conceptualized as needing to be fixed or remediated. This book 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. The author 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 to provide access to meaningful understanding and an identity as a math learner to a wider range of students. It includes 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; and explores critical issues such as writing IEP goals in math.</P>

Rethinking Disability and Mathematics

Duration

Duration Unit Of Measure

Transaction Type

Front Cover.
Half Title Page.
Dedication.
Title Page.
Copyright Page.
Contents.
Foreword.
Preface.
Acknowledgments.
About the Author.
1: Trust in Their Thinking.
2: Shifting Our Conceptions.
3: Rethinking Disability.
4: Rethinking Mathematics.
5: Beyond the Binary of Inquiry Versus Explicit Instruction.
6: Defining UDL Math.
7: What Is Universal Design For Learning In Mathematics (UDL Math)?.
8: Designing with UDL Math.
9: Design in Action: Classroom Stories.
10: Investing in Core Ideas.
11: Designing to Support Language Variability.
12: Designing for Understanding Of Mathematical Models.
13: Designing for Fact Fluency.
14: Developing Student Strategies Through Number Strings.
15: Supporting Relationships and Community in Math Class.
16: Connecting Multiple Representations.
17: Rethinking Assessment for Equity.
18: Reimagining Math Goals in Individualized Education Programs.
Appendix A: Core Ideas in K&#x2013;8 Mathematics Aligned with Teaching Practices.
Appendix B: Barriers and Supports in Math Class from a Neurodiverse Perspective.
References.
Index.

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Rethinking Disability and Mathematics