Front Cover
What your Colleagues are Saying . . .
Half Title Page
Dedication
Title Page
Copyright Page
Contents
Foreword by Megan Franke
Preface
Acknowledgments
About the Author
Chapter 1: Trust in Their Thinking
Sussan's Fifth-Grade Special Education Class
Mathematical Pedagogy of Trust
This Book
Reflection Questions
Part 1: Shifting our Conceptions
Chapter 2: Rethinking Disability
Disability Is Complex
Models of Disability
Other Strengths-Based Models
Reflection Questions
Chapter 3: Rethinking Mathematics

Reevaluating Our Definition of Math
Engaging in the Practices of Real Mathematics
A Research Study on Dyslexia and Mathematics
Strengths and Challenges With Dyslexia and Math
Neurodiversity and Mathematical Development
Reflection Questions
Chapter 4: Beyond the Binary of Inquiry Versus Explicit Instruction
Mr. Jay's Pedagogical Decision-Making
Understanding Explicit and Inquiry Instruction
Understanding the Claims About Explicit Instruction and Students With Disabilities
Research on the Two Pedagogies
Expanding Beyond the Binary
Reflection Questions

Part 2: Defining UDL Math
Chapter 5: What Is Universal Design for Learning in Mathematics (UDL Math)?
The History of Universal Design
Universal Design for Learning
Leveraging Interconnected Networks of the Brain
UDL Math
Reflection Questions
Chapter 6: Designing With UDL Math
Putting the Design Back in UDL
Borrowing From Design Thinking: Tools for Design
Doing UDL Math: Two Teachers Tackle Collaborative Group Work in Early Childhood
Seeing the Plan in Action: Visiting Ms. Diaz's Second-Grade Class
Reflecting on the Design
Reflection Questions

Part 3: Design in Action: Classroom Stories
Chapter 7: Investing in Core Ideas
Core Ideas: Investing in Number Sense and Place Value
Extending Counting Collections
Applying Core Ideas to Support Students Who Need More Time
Reflection Questions
UDL Math Connections
Unpacking a Core Idea: The Development of Counting
Chapter 8: Designing to Support Language Variability
Supporting Language During Contextual Math Problems
Supporting Multilingual Learners
Reflection Questions
UDL Math Connections

Unpacking a Core Idea: Early Addition and Subtraction With Story Problems
Chapter 9: Designing for Understanding of Mathematical Models
Developing the Mathematical Model of the Open Number Line
Developing the Number Line
Using the Number Line as a Tool for Thinking
Supporting the Development of Early Addition and Subtraction
Mathematical Models That Matter
Reflection Questions
UDL Math Connections
Unpacking a Core Idea: Fluency With Addition and Subtraction Below 20
Unpacking a Core Idea: Strategies for Multidigit Addition and Subtraction