Mathematics—Experience of Nightmare to Pleasure using Universal Design for Learning


  • Ranjith Kingston Gladstone Adventist International Institute of Advanced Studies
  • Jed Ferrancullo Adventist International Institute of Advanced Studies


mathematics, UDL, Multi-cultural Learning, student achievement, and instructional barriers


Centuries long, learning Mathematics is a nightmare for students. Many struggle,
and most of the time, the students avoid taking Mathematics as much as possible
(Gafoor & Kurukkan, 2015). However, there are limited researches on presenting
mathematics with fun and creating a conducive learning environment. In this
context, how do teachers help students to be motivated to learn Mathematics? How
do teachers use the standard Mathematics curriculum in the most fun way?
Universal Design for learning (UDL), among other designs, attempts for successful
learning. This theoretical study answered the above central research questions. This
research used literature as the main source of data to answer. Further, UDL provides
educators with practical strategies and techniques to ensure that all their learners
meet with higher standards, even to meet with common core state standards (CAST,
2018). The findings reflect in learner’s perspective, UDL provides opportunity for
all students to access, participate, and progress in education by reducing the barriers
to instruction (Ralabate, 2011). In a multicultural or diverse set-up, researchers are
beginning to recognize UDL as a useful tool and resource (Sadowski, 2014).
Teacher’s knowledge about attribute and cultural diversity are powerful
determinants of learning opportunities and outcomes for different students (Gay,
2002). This study dwelt on the initial questions about the implementation of UDL
and in specific—a multi-cultural student-learning set-up, and for Mathematics

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How to Cite

Gladstone, R. K., & Ferrancullo, J. (2018). Mathematics—Experience of Nightmare to Pleasure using Universal Design for Learning. Abstract Proceedings International Scholars Conference, 6(1), 288.