Category: classroom practice
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How did Rethinking Disability and Mathematics shift secondary math teachers’ thinking?
Of course I have been wondering this since the book was published. Last week I heard from a group of secondary teachers in the Poway Unified School District who were reading it together on Friday afternoons (!) with Math TOSA Traci Jackson. She sent me their final reflections (with their permission):…
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UDL Math!
I am super excited to share a article I wrote proposing UDL Math. It is published in the September issue of Teaching and Learning Mathematics K-12. You can access it here for NCTM members and below for those who are not yet NCTM members. I have long wanted to develop…
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13 thoughts on math teaching and intervention as we enter the 2021 school year
I have trying to write this post all summer. Each time I try, I want it to be more focused. Yet each time I revisit this idea I feel there are more things to add! So here we are, with the cumbersome number of 13 thoughts on math teaching as…
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Research Breakdown: Teaching Math to SwD during Emergency Remote Teaching
Just uploaded a preprint (before peer review, so not final!) of a study I did this spring with Rachel Schuck, a doc student at UCSB in Special Education. I was working on a research study on UDL with some exceptional special educators. After schools were closed, some of the teachers…
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Research Breakdown: My article on how disability in mathematics is political, relational, emotional and complexly embodied (Lambert, 2019)
Part of my intention with this blog is to provide access for a wide audience on research into disability in the context of mathematics. Research is too inaccessible; hard to get the articles and hard to understand them even when you do get your hands on them! Today I want…
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Intervention in Participation
On Saturday, 11/5/16 I did a presentation at PME-NA in Tucson about a research review I recently did on increasing the participation of students with LD in mathematical problem solving and discussion. The basic idea is this: why is intervention in mathematics always focused on content. Could we also design intervention in…
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Getting real about the challenges of differentiation
I thoroughly enjoyed reading this post by Anna Blinstein (@ablinstein) about a challenging class she is teaching. I love a post that begins with a real challenge, a problem that needs to be solved. She writes about a high school class that includes multiple grades, skill levels, and previous experiences with…
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Counting Collections and Inclusion
I love Counting Collections. As a classroom teacher, I would always have my students count everything in the classroom, differentiating based on what number set they needed. We would work on representing numbers, and we would use charts to represent groups of ten, pushing understanding of place value. We didn’t…
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Numberless Word Problems
I have loved the work I have discovered on Twitter on Numberless Word Problems. Discussing word problems without including numbers is a great way to help students make sense of problems instead of making “number salad,” when they just toss the numbers around without any clear idea of how they…
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Developing meaningful mathematics goals for IEPs
In the last few months, several educators have asked me some variant of the following question: How do we shift students’ IEP goals from rote memorization to meaningful mathematics? IEP goals are the heart of instruction for students with disabilities. In my experience, a narrow goal can contribute to all…
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