Comments on: UDL, Math, Science and the “Real World” http://www.centerforleadership.org/blog/2007/10/31/udl-math-and-the-real-world/ brought to you by Ideas Unleashed! Wed, 07 Jan 2009 03:21:20 +0000 http://wordpress.org/?v=2.5.1 By: Susan Jaroscak http://www.centerforleadership.org/blog/2007/10/31/udl-math-and-the-real-world/#comment-3228 Susan Jaroscak Wed, 07 Nov 2007 01:59:55 +0000 http://www.centerforleadership.org/blog/2007/10/31/udl-math-and-the-real-world/#comment-3228 I too have always had math anxiety. I did not start to love math until I taught from the Everyday Math from the University of Chicago. My district abandoned this series, but my philosophy of math was forever changed. I try to implement many methods for decreasing math anxiety and confusion in my class. I use the poems of Sara Holbrook to teach my students to write a poem entitled, 'I am Zero You Need Me' to teach students the importance of Zero. We have performed the poem Smart by Shel Silverstein to get the idea of the value of money. We made puppets to represent landmarks in data sets i.e. mode, median, etc. We have created raps about translations, rotations, and reflections. I am not familiar with every aspect of UDL; however, I imagine that it involves purposefully designing work that meets the needs of the greatest number of students. This seems to incorporate the work that I have done with The Schlechty Center called Working on the Work. I think it means to be reflective about our teaching practices and design meaningful, engaging work for students. I too have always had math anxiety. I did not start to love math until I taught from the Everyday Math from the University of Chicago. My district abandoned this series, but my philosophy of math was forever changed. I try to implement many methods for decreasing math anxiety and confusion in my class. I use the poems of Sara Holbrook to teach my students to write a poem entitled, ‘I am Zero You Need Me’ to teach students the importance of Zero. We have performed the poem Smart by Shel Silverstein to get the idea of the value of money. We made puppets to represent landmarks in data sets i.e. mode, median, etc. We have created raps about translations, rotations, and reflections. I am not familiar with every aspect of UDL; however, I imagine that it involves purposefully designing work that meets the needs of the greatest number of students. This seems to incorporate the work that I have done with The Schlechty Center called Working on the Work. I think it means to be reflective about our teaching practices and design meaningful, engaging work for students.

]]> By: Kate http://www.centerforleadership.org/blog/2007/10/31/udl-math-and-the-real-world/#comment-3023 Kate Fri, 02 Nov 2007 17:03:45 +0000 http://www.centerforleadership.org/blog/2007/10/31/udl-math-and-the-real-world/#comment-3023 Some people simply get and love math - my aunt is a chemist - she loves math. It is that simple for her. I am not a sequential learner. I am nonlinear in my thinking and math was a struggle for me. I had math anxiety, math apathy, even math contention. <strong>What can we as teachers do for those students who don't naturally get or love math, or any subject that we teach!? How can Universal Design for Learning help us reach ALL students?</strong> Some people simply get and love math - my aunt is a chemist - she loves math. It is that simple for her. I am not a sequential learner. I am nonlinear in my thinking and math was a struggle for me. I had math anxiety, math apathy, even math contention.

What can we as teachers do for those students who don’t naturally get or love math, or any subject that we teach!? How can Universal Design for Learning help us reach ALL students?

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