Heterogeneous Students' Learning Algebra With Tactile Representation: A Case Study on UDL (Universal Design for Learning) in Mathematics Instruction

• In Event: Advancing Equity in Mathematics Education: Innovative Approaches for Diverse Learners

Abstract

This paper reports a case study on using universal design for learning (UDL) to support three students, one with a visual impairment, understand the concept of exponential functions and transformations. We illustrate students’ learning during an activity using tactile representational tools to give meaning to exponential function translations on a coordinate plane. Results show that the learners constructed a conceptual and integrated notion of function transformations. The study has implications for disrupting ableist notions of mathematics instruction, opening opportunities for inclusive teaching and learning of algebraic concepts in heterogeneous groups.

Authors

• Paul Woo Dong Yu, Grand Valley State University

• Joy A. Oslund, Grand Valley State University

• Tasnim Alshuli, University of Arizona