Making Math Accessible for All: UDL in My Grade 5 Classroom

 This week, I explored the article “Professional development with universal design for learning: Supporting teachers as learners to increase the implementation of UDL” by Craig, Smith, and Frey (2022). As an educator constantly seeking ways to make learning more inclusive for my students, this article was incredibly validating. It emphasizes the idea that for UDL to become a natural part of classroom practice, teachers need to experience UDL themselves during professional development through choice, reflection, collaboration, and sustained support.





The authors highlight how many teachers feel motivated to apply UDL, but they often lack the time, resources, or confidence to do so fully. What struck me most was how the article positions teachers as learners, reminding us that we benefit from the same principles we apply to our students. This really connected with me—when I think of my own learning journey in this course and how I’ve grown from peer dialogue, reflective practice, and differentiated resources, I realize how important it is to create similar experiences for my students. I also felt that it becomes easier when wearing other shoes and understanding how it will move and make you feel comfortable in walking, in turn, how it will make your learning experience more fruitful.

I’m currently working on a math lesson for my Grade 5 class focused on interpreting and representing data using graphs and charts. I’ve noticed that while some students thrive with visual data, others struggle to engage meaningfully. Whether it’s due to learning differences, language barriers, or simply a lack of confidence, many students miss out on the joy and insight that data analysis can bring. Reading this article reminded me that UDL gives us the tools to design lessons that invite everyone in—not by simplifying content, but by offering multiple pathways to understanding.


UDL Strategies I’m Integrating (from CAST Guidelines)

After reviewing the CAST UDL Guidelines, I identified several strategies I plan to implement in this lesson:

1. Multiple Means of Representation

Learners differ in the ways they perceive and make meaning of information.

Many students struggle with interpreting visual data. To address this, I’ll provide audio descriptions and textual explanations of each graph we analyze. For example, instead of only showing a bar graph of “Favorite Recess Activities,” I will also narrate the graph’s key points and offer a written summary in simple language. This supports students who are visually impaired, learning English, or simply need more context to grasp abstract visuals.

Additionally, I’ll model the process of decoding a graph step-by-step, using color coding and real-life examples (like school lunch surveys or weather charts) to connect the math to their world.

2. Multiple Means of Action and Expression

Learners differ in the ways they navigate a learning environment, approach the learning process, and express what they know. Therefore, it is essential to design for and honor these varying forms of action and expression.

I want my students to show their understanding in different ways. Some may want to create their own bar or pie graphs using Google Sheets; others might prefer drawing one by hand or explaining the data verbally. I’ll provide choice boards where students can pick their final product: a written explanation, a recorded video, or a creative poster that includes both visuals and a reflection. This allows them to play to their strengths and feel ownership over their learning.

I’ll also incorporate graphic organizers to help students plan and organize their data before they create a graph. These tools will scaffold the process, especially for students who need more structure to get started.

3. Multiple Means of Engagement

Motivation varies widely across students, so I’m working to make this lesson engaging by giving students authentic, real-world choices. For instance, they can collect data from their classmates on a topic they care about—like favorite sports or snacks—and represent it using a graph. We’ll also play a “Graph Detective” game, where students interpret unusual or funny graphs (e.g., “Ice Cream Sales vs. Sunglass Purchases”) to practice analysis skills while having fun.

To foster collaboration, I’ll allow students to work in pairs or small groups to compare their graphs and give each other feedback. This builds community and supports learners who thrive in social settings.


UDL and the Digital Use Divide (NETP Reflection)

The 2024 National Educational Technology Plan (NETP) introduced the concept of the Digital Use Divide, which really hit home for me. It’s not enough for students to have access to devices—they need purposeful and equitable opportunities to use them to create, think, and express themselves.

Through the UDL lens, I’m making sure digital tools in my classroom aren’t just substitutes for paper but are used to empower students to engage and create. For example, we’ll use tools like Google Sheets for digital graphing and Flip (video response platform) for oral presentations. This supports students with diverse learning preferences while also bridging gaps in digital fluency. It ensures that students are not just passive users of tech but active participants in a meaningful learning process.


Final Thoughts

This week’s learning reminded me that UDL is not a set of rules—it’s a mindset. It’s about designing for variability from the start instead of reacting to challenges later. It’s about trusting that every student, when given the right access, tools, and support, can succeed and even thrive.

As I apply these principles to my Grade 5 math lesson, I’m more confident that all my students, regardless of their starting point, can find their voice, build confidence, and develop skills that will last well beyond this unit. UDL isn’t just helping me reach more learners; it’s helping me become a more responsive and reflective teacher.


References:

Craig, S., Smith, S., & Frey, B. (2022). Professional development with universal learning design: Supporting teachers as learners to increase the implementation of UDL. Professional Development in Education, 48(1), 22-37.

CAST (n.d.). UDL Guidelines. Retrieved from https://udlguidelines.cast.org

U.S. Department of Education, Office of Educational Technology. (2024). National Educational Technology Plan: A Call to Action for Closing the Digital Use Divide. Washington, D.C.

Comments

  1. Tamanna,
    I like that you mentioned many students don't exactly understand visual data. It's kind of all up to interpretation. So, I think it's a great idea to provide audio descriptions to support the learning process. Providing key points can probably help the student focus back on the task at hand.

    ReplyDelete

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