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This book discusses the Universal Design for Learning (UDL) framework as essential tool for creating inclusive and effective mathematics classrooms and lessons in the twenty-first century. It emphasizes sustainable applications that directly address topics related to SDG 4 (Quality Education) and SDG 5 (Gender Equality). This book focuses on how UDL espouses the use of multiple means of representation, engagement and expression to accommodate the diverse learning needs of all students. It further highlights the need to integrate UDL principles in mathematics lessons, educators design instruction that is compelling, inclusive, accessible, engaging and challenging for every student, regardless of the characteristics (like abilities or backgrounds) that they bring into the classrooms.
This book studies how the UDL principles can be used to design instruction that promotes critical thinking, problem-solving, collaboration, innovation and technological literacy, which are vital skills in the twenty-first century. It offers a holistic, research-driven and practical guide to UDL-based mathematics teaching, making it an invaluable resource for educators seeking impactful and inclusive strategies. What makes this book unique is its comprehensive approach to applying UDL, specifically in the context of mathematics education. The project outlines theoretical underpinnings and provides practical strategies and tools teachers can implement in their classrooms. The project offers research-based insights and real-world applications, thus making it a valuable knowledge resource for educators seeking to enhance their teaching practices.
Über den Autor / die Autorin
Matshidiso Moleko
is Senior Lecturer in the Department of Curriculum and Instructional Studies at the College of Education, University of South Africa (UNISA). Pretoria. Earlier, she has been Mathematics Teacher at various high schools in Free State, South Africa. She also served as Mathematics Junior Lecturer and then Lecturer at Maluti FET College and the University of the Free State, respectively. She holds a Ph.D. in Curriculum Studies (specialising in Mathematics Education). Her career in higher education spans over 16 years as a New Academic Tutorial Programme Coordinator (UFS, Qwaqwa Campus), Teaching and Learning Coordinator (UFS, Bloemfontein) and Mathematics Education Lecturer (UFS, Bloemfontein). She was Visiting Scholar at Rhode Island University and Boston College in the USA, in 2022. She is an established scholar who was the CSIR grant holder (2014–2016), BAAP grant holder (2021–2022) and Women in Research grant holder (2025–2028).
Mncedisi Maphalala
is Full Professor in the Department of Curriculum and Instructional Studies at the College of Education, University of South Africa (UNISA). He is Former Director of the Centre for Excellence in Learning and Teaching at the Durban University of Technology and Former Dean in the Faculty of Education at the University of Zululand. He holds a D.Ed. in curriculum studies from the University of Zululand. His career in higher education spans over 19 years as Research Professor (North–West University), Professor at the University of Zululand and UNISA and Institutional Researcher at the University of the Witwatersrand. He has also previously worked for the KZN Department of Education (as Teacher, Head and Deputy Principal); from May to August 2015, he was Visiting Scholar at the University of North Dakota (USA). He is an established researcher who holds an NRF C2 rating.
Zusammenfassung
This book discusses the Universal Design for Learning (UDL) framework as essential tool for creating inclusive and effective mathematics classrooms and lessons in the twenty-first century. It emphasizes sustainable applications that directly address topics related to SDG 4 (Quality Education) and SDG 5 (Gender Equality). This book focuses on how UDL espouses the use of multiple means of representation, engagement and expression to accommodate the diverse learning needs of all students. It further highlights the need to integrate UDL principles in mathematics lessons, educators design instruction that is compelling, inclusive, accessible, engaging and challenging for every student, regardless of the characteristics (like abilities or backgrounds) that they bring into the classrooms.
This book studies how the UDL principles can be used to design instruction that promotes critical thinking, problem-solving, collaboration, innovation and technological literacy, which are vital skills in the twenty-first century. It offers a holistic, research-driven and practical guide to UDL-based mathematics teaching, making it an invaluable resource for educators seeking impactful and inclusive strategies. What makes this book unique is its comprehensive approach to applying UDL, specifically in the context of mathematics education. The project outlines theoretical underpinnings and provides practical strategies and tools teachers can implement in their classrooms. The project offers research-based insights and real-world applications, thus making it a valuable knowledge resource for educators seeking to enhance their teaching practices.
