Integration of Universal Design for Learning in Mathematics Learning Situations in the Initial Training of Basic Education Teachers

Abstract

The consideration of Universal Design for Learning (UDL) from the early stages of instructional planning helps to eliminate or minimize barriers in the teaching–learning process. This study analyzes the different forms of engagement, representation, and action and expression considered in the design of learning situations for Mathematics Education. The research, which followed a qualitative approach, was based on the documentary analysis of proposals developed by students from a third-year group of the Degree in Primary Education at the University of Granada. The results show that, although the formal concept of UDL is relatively new to the students, the informal understanding of the term is naturally assimilated and accepted. However, while its principles are integrated into the general planning methodology, their implementation in mathematical tasks across class sessions is inconsistent. It is concluded that incorporating UDL principles into Mathematics Education creates new opportunities to overcome the limitations traditionally associated with learning in this discipline.