Growing TTULPs through Your Lessons

Author:
Jonathan D. Bostic Bowling Green State University, Bowling Green, OH

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,
Brooks Vostal Bowling Green State University, Bowling Green, OH

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, and
Timothy Folger Bowling Green State University, Bowling Green, OH

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Volume/Issue:
Volume 114: Issue 7
Page(s):
498–507
DOI:
https://doi.org/10.5951/MTLT.2020.0341
Restricted access
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Subjects:
Grade(s) or Audience, All grades PK-12, Math Topic, Algebra, Algebraic Thinking/Pre-algebra Concepts, Number, Number & Operations, Number Sense/Patterns, Other Topic, Problem Solving, Teaching and Learning Instruction, Differentiation, Research, Linking Research and Practice

All students have strengths that can be leveraged through universally designed instruction.

Supplementary Materials

    • Appendix (136 KB)

 

 

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Mathematics Teacher: Learning and Teaching PK-12
Cover Mathematics Teacher: Learning and Teaching PK-12

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  • Lewis, Katherine E. 2018. “Difference, Not Deficit: Assessing Issues of Access in Mathematics for Students with Disabilities." In Access and Equity: Promoting High-Quality Mathematics Grades 3–5, edited by Sandra Crespo, Sylvia Celedón-Pattichis, and Marta Civil, pp. 35–48. Reston, VA: National Council of Teachers of Mathematics.

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  • National Council of Teachers of Mathematics (NCTM). 2014. Principles to Actions: Ensuring Mathematical Success for All. Reston, VA: NCTM.

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  • National Governors Association Center for Best Practices (NGA Center) and Council of Chief State School Officers (CCSSO). 2010. Common Core State Standards for Mathematics. Washington, DC: NGA Center and CCSSO. http://www.corestandards.org.

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  • Smith, Margaret, Victoria Bill, and Elizabeth Hughes. 2008. “Thinking through a Lesson: Successfully Implementing High-Level Tasks." Mathematics Teaching in the Middle School 14, no. 3 (October): 132–38.

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Copyright:
© 2021 by National Council of Teachers of Mathematics, Inc.
Page Count:
11
Article Category:
Research Article
Print Publication Date:
01 Jul 2021
Online Publication Date:
Jul 2021
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