NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1106168
Record Type: Journal
Publication Date: 2014
Pages: 9
Abstractor: As Provided
ISSN: EISSN-2156-1400
Integrating Universal Design and Response to Intervention in Methods Courses for General Education Mathematics Teachers
Buchheister, Kelley; Jackson, Christa; Taylor, Cynthia E.
Journal of Mathematics Education at Teachers College, v5 n2 p63-71 Fall-Win 2014
Traditionally, teacher education programs have placed little emphasis on preparing mathematics teachers to work with students who struggle in mathematics. Therefore, it is crucial that mathematics teacher educators explicitly prepare prospective teachers to instruct students who struggle with mathematics by providing strategies and practices that specifically address their needs. In this study, we describe the principles of Universal Design for Learning and Response to Intervention. More specifically, we discuss how one Mathematics Teacher Educator uses these frame works in her mathematics methods course to help prospective teachers become cognizant of early interventions and effective strategies that can be implemented to provide all students with the greatest opportunity to learn.
Program in Mathematics and Education, Teachers College, Columbia University. 525 West 120th Street Box 210-M, New York, NY 10027. Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A