As someone who just wrote a book about teaching math in elementary school, I have a confession: math was tough for me. It felt like another language—full of symbols and rules that didn’t make sense. Back then, “Katie isn’t good at math” was just accepted.
Today, math is often still taught the same way it was decades ago, but our students’ needs have evolved, and their performance on standardized tests shows it. We now recognize that learners vary in countless ways, and the idea that “there’s only one way to teach math” no longer holds up. Research—including studies referenced in the first chapter of Universal Design for Learning in Mathematics Instruction K-5—shows us that integrating Universal Design for Learning (UDL) principles creates more accessible and engaging math classrooms. With UDL, we can shift the narrative for students, helping them discover a love of learning and build confidence in math from an early age.
When students start to feel that they’re “not good at math,” it often leads to internalized beliefs that become barriers to their learning. Breaking down these barriers early is critical. An effective way to do this is with open-ended activities like “Which One Doesn’t Belong?” Present four numbers and ask students to decide which one they think doesn’t fit. There’s no single correct answer here; the goal is to spark discussion and encourage different perspectives. By removing the pressure of a “right” answer, we create an inclusive space that values every student’s thinking and fosters a willingness to explore. This approach embodies Universal Design for Learning (UDL), creating a classroom where math is accessible, engaging, and a place for all students to find their voice.
When Ashley Marlow and I teamed up to write UDL in Mathematics, K-5, we were driven by a shared passion to help teachers move beyond one-size-fits-all approaches and create learning environments that truly challenge and inspire students. Our goal is to empower teachers to help students find joy and purpose in mathematics, building classrooms where all students feel confident in their problem-solving abilities and capable of learning math at high levels. Throughout our collaboration, I felt like setting off confetti cannons with every new strategy we highlighted—each designed to make math more accessible, engaging, and meaningful for every learner (and, let’s face it, much more enjoyable for the teachers who serve them!). If you’d like a sneak peek at some of these strategies, tune in to Episode 17 of The Education Table for a 10-minute rundown and/or check out a quick snapshot below.
It’s essential for students to understand the why behind their learning. For example, if you’re teaching fractions, connect the goal to a real-world context, like sharing pizza or measuring ingredients. State the learning objective clearly: “Today, we’ll learn to compare fractions so we can decide which pizza slices are bigger at our pizza party.” This clarity helps students see the relevance and purpose of their learning.
Choice isn’t just about letting students pick activities—it’s about paving the way for meaningful engagement. When teaching multiplication, offer options like repeated addition, drawing arrays, or creating story problems. These choices allow students to select methods that resonate with them, boosting engagement and deepening understanding. Even better, encourage them to share their strategies with each other, leveraging mathematical practices to build collective insight and strengthen skills.
When teaching abstract concepts like division or decimals, use tools like fraction bars, base ten blocks, or number lines. Visual representations, such as area models or graphs, can help students grasp relationships between numbers. For example, use a 10x10 grid to show that 0.35 equals 35 shaded squares out of 100. This makes abstract concepts more tangible and accessible.
At the end of each lesson, give students time to reflect on their learning. Have them write or record answers to questions like, “Which strategy worked best for me today?” or “What do I still find challenging?” Encourage them to share these reflections with a peer, fostering collaboration, self-awareness, and the use of multiple means of expression. By providing opportunities for students to reflect and engage in dialogue, you’re supporting their individual growth and creating a space to learn from and with one another (woohoo for the shift to student-led!)
Continue your learning. Foster early numeracy, positive math mindsets, and a deep understanding of key mathematical concepts through Universal Design for Learning: