Rethinking Disability and Mathematics: A UDL Math Classroom Guide for Grades K-8

by Rachel Lambert

Every child has a right to make sense of math, and to use math to make sense of their worlds.  


Despite their gifts, students with disabilities are often viewed from a deficit standpoint in mathematics classrooms. These students are often conceptualized as needing to be fixed or remediated. Rethinking Disability and Mathematics argues that mathematics should be a transformative space for these students, a place where they can discover their power and potential and be appreciated for their many strengths. Author Rachel Lambert introduces Universal Design for Learning for Math (UDL Math), a way to design math classrooms that empowers disabled and neurodiverse students to engage in mathematics in ways that lead to meaningful and joyful math learning. The book showcases how UDL Math can open up mathematics classrooms so that they provide access to meaningful understanding and an identity as a math learner to a wider range of students. Weaved throughout the book are the voices of neurodiverse learners telling their own stories of math learning. 


Through stories of real teachers recognizing the barriers in their own math classrooms and redesigning to increase access, the



Reframes students with disabilities from a deficit to an asset perspective, paving the way for trusting their mathematical thinking
Offers equitable math instruction for all learners, including those with disabilities, neurodiverse students, and/or multilingual learners
Applies UDL to the math classroom, providing practical tips and techniques to support students′ cognitive, affective, and strategic development
Immerses readers in math classrooms where all students are engaged in meaningful mathematics, from special education day classes to inclusive general education classrooms, from grades K-8. 
Integrates research on mathematical learning including critical math content such as developing number sense and place value, fluency with math facts and operations, and understanding fractions and algebraic thinking.
Explores critical issues such as writing IEP goals in math

This book is designed for all math educators, both those trained as general education teachers and those trained as special education teachers. The UDL Math approach is adapted to work for all learners because everyone varies in how they perceive the world and in how they approach mathematical problem solving. When we rethink mathematics to include multiple ways of being a math learner, we make math accessible and engaging for a wider group of learners.

Genres: Education, Mathematics, Nonfiction

304 pages, Kindle Edition

Published April 15, 2024

Reviews

[Aiyana PZ · Rating 4 out of 5]

I read this for a work book club, and the conversations really added to the reading. The first half of the book was mostly theoretical, and focused on anecdotal case studies. I find this to be a challenge because all teachers know that students, classes, and cohorts are all different. I found the second half of the book to be far more useful, less focused on anecdotal case studies and more focused on multimodal strategies that all teachers can enact.

[Ashlyn · Rating 3 out of 5]

I heard about Rethinking Disability and Mathematics from a colleague and from the Sum of it All podcast. I would recommend the podcast over the book, since the book reads pretty dry. This is a great book for what the title says: rethinking disability. However, if you are a teacher who is already actively rethinking disability in your math class and trying to break away from the traditional approach (i.e. if you're trying something like Building Thinking Classrooms), this book does not have a lot to offer you. I will also say that as a middle school teacher, I still feel like many of the tasks are geared toward elementary school. I like that the book comes with reflection points and discussion questions at the end of each chapter, so it can be a good book club group if you have a group of teachers who are willing to do this work collectively. Lambert ends the book with a statement that the current education space is not set up to support UDL, which leaves off on a grim, but realistic note. I would have preferred actual lesson plans or action steps written in teacher-friendly language for the book to be more worthwhile for me.

[Sarah Bayer · Rating 4 out of 5]

This book appropriately challeneges traditional approaches to mathematical learning differences by shifting focus from deficit remediation to accessibility enhancement. Through well-chosen case studies, the author demonstrates how this paradigm shift can transform mathematics education for all learners.

The book excels in its practical applications, particularly in its approach to assessment and Individualized Education Programs (IEPs). By advocating for dynamic assessment methods and providing concrete guidance for restructuring mathematics IEPs, the author offers educators actionable strategies for creating more inclusive learning environments.

[Jp Mlenar · Rating 5 out of 5]

As a middle school math coach, Rethinking Disability and Mathematics was a game-changer. It reframes inclusion through the lens of Universal Design for Learning and offers practical, doable strategies that support all students—without watering down the math. The real classroom examples made it feel relevant and realistic. This book pushed my thinking and gave me tools to better support both teachers and students. When we know better, we can do better.

[Addie Healy · Rating 5 out of 5]

Every math teacher & admin should read this book!