Teachers can use Universal Design for Learning (UDL) in their math classroom to anticipate potential barriers, know which tools will engage students, and provide safe spaces for learning.

Contributor Notes

Mindy Eichhorn, melinda.eichhorn@gordon.edu, is an assistant professor of education at Gordon College in Wenham, Massachusetts. She is interested in math learning disabilities and the impact of number-sense difficulties on student learning throughout K–12 math education.

Peter J. Dimauro, peterdimauro@salemk12.org, is a STEM coach at Salem High School in Salem, Massachusetts. He is interested in student learning of secondary math and science and enjoys supporting teachers in curriculum design and assessment.

Courtney Lacson, courtney.lacson@gordon.edu, majors in elementary education and mathematics at Gordon College in Wenham, Massachusetts. She is interested in research pertaining to engaging students in mathematics, math-phobia, and stereotypes.

Barbara Dennie, barbaradennie@salemk12.org, is a K–grade 5 District Math Coach in the Salem Public Schools in Massachusetts. Previously, she taught seventh-grade math for nine years.

(Corresponding author is Eichhorn melinda.eichhorn@gordon.edu)
(Corresponding author is Dimauro peterdimauro@salemk12.org)
(Corresponding author is Lacson courtney.lacson@gordon.edu)
(Corresponding author is Dennie barbaradennie@salemk12.org)
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