UDL for Geometric Length Measurement

Autor/inn/en	Selmer, Sarah J.; Floyd, Kimberly
Titel	UDL for Geometric Length Measurement
Quelle	In: Teaching Children Mathematics, 19 (2012) 3, S.146-151 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1073-5836
Schlagwörter	Mathematics Instruction; Measurement; Geometric Concepts; Preschool Education; Individualized Instruction; Disabilities; Mainstreaming; Inclusion; Access to Education; Equal Education; Mathematics Skills + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Messverfahren; Elementare Geometrie; Pre-school education; Vorschulerziehung; Individualisierender Unterricht; Handicap; Behinderung; Inklusion; Education; Access; Bildung; Zugang; Bildungszugang; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz
Abstract	Kolby is a four-year-old, identified on the autism spectrum as having sensitivity issues, attention challenges, and limited verbal language abilities. Next to Kolby sits Melanie, a reserved four-year-old with visual, fine-motor, and gross-motor challenges. Amy rounds out the group as one of the peer models in the inclusive classroom setting. Mrs. Johnson, their preschool teacher, sits at a table during station time with these three students of differing abilities. Using the framework of Universal Design for Learning (UDL), she differentiates her instruction with intentional planning, focusing on geometric length measurement sense. UDL provides teachers with a framework to proactively design instruction in ways that decrease the barriers often limiting student access to material and learning in classrooms, thereby creating universal--rather than learner-specific--differentiation. The use of the UDL framework does not modify curriculum for individual students; instead it attempts to create equal access to similar academic rigor for all students. (ERIC).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: orders@nctm.org; Web site: http://www.nctm.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10