Redesigning Mathematics Instruction: A UDL Approach to Teaching Integers in Class 6

Ms. Vaani Jain1 and Mr. Varish2

1. Pre-service teacher, Department of Elementary Education, Lady Shri Ram College of Women,
University of Delhi, email: [email protected]
2. Assistant Professor, Department of Elementary Education, Lady Shri Ram College of Women,
University of Delhi

ABSTRACT

Universal Design for Learning (UDL) emphasizes creating flexible and inclusive learning
environments where all students, regardless of their abilities or learning needs, can thrive.
This approach aligns with the Right to Education (RTE) Act’s mandate for inclusive
classrooms and the National Education Policy (NEP) 2020, which underscores the
importance of equitable and accessible education for all. The NEP highlights UDL as a key
strategy to address diverse learner needs by incorporating multiple methods of representation,
engagement, and expression in teaching practices. In this study, UDL principles are
integrated into middle school mathematics, focusing on the concept of integers introduced in
the new NCERT Class 6 Mathematics textbook. By designing multiple representation
methods such as visual aids, manipulatives and storytelling, the research attempted to
enhance student engagement, conceptual understanding, and inclusivity. Conducted in a
middle school classroom using a mixed method approach, the study assesses the impact of
these strategies on learning of integers and classroom interactions. Findings demonstrate that
UDL-based strategies not only improve comprehension but also create an inclusive
environment, advocating for their integration into teaching practices to fulfill the NEP’s
vision of inclusive and learner-centric education. Additionally, this study highlights the need
to incorporate UDL principles into teacher education programs to ensure educators are
equipped with strategies to foster inclusion, making it highly relevant for discussion at
educational conferences.

Keywords: Universal Design for Learning, NEP 2020, Inclusive Education, RTE Act, Class
6 Mathematics, Integers, NCERT, Teacher Education
Introduction

Universal Design for Learning (UDL) is all about creating a learning environment where
every student can truly thrive. It's built on the simple idea that kids learn in all sorts of
different ways, and it's our job as educators to make sure no one gets left behind just because
their brain works a little differently. UDL is grounded in our understanding of how the human
brain actually functions, and it gives teachers a ton of flexibility in how they present
information, how they get students actively involved in the learning process, and how those
students can then show what they've learned. The big, overarching goal is to create genuinely
fair and equal learning opportunities for all students, regardless of their backgrounds,
abilities, or anything else that makes them who they are.

In today's classrooms, we see such a wonderful mix of different kinds of learners, which
makes it absolutely essential for teachers to have new and creative teaching strategies that
genuinely cater to all those unique learning needs. Math, in particular, can be a real stumbling
block for some kids because it often deals with abstract concepts that aren't always easy for
everyone to grasp. But UDL offers a really promising and, frankly, hopeful framework for
making math more accessible and a whole lot less intimidating for every single learner.

India's National Education Policy (NEP) 2020 and the Right to Education (RTE) Act are huge
champions of inclusive education. They both emphasize how incredibly important it is for all
children to have genuinely meaningful and engaging learning experiences. This is especially
true when we're talking about math, which is so much more than just pushing numbers
around on a page. It's about developing those essential life skills like logical thinking and, of
course, problem-solving. The problem is, traditional math classes often rely on standardized,
one-size-fits-all methods that just don't effectively engage or support all learners. Some kids
might thrive with visual representations, others learn best through hands-on activities, and
some might even connect better through narrative-based approaches. Without these diverse
options, lots of students are going to struggle with challenging concepts like integers, which
require a real shift from the concrete world of whole numbers to a much more abstract and,
sometimes, confusing way of mathematical thinking.

This study is all about exploring how we can actually put UDL principles into action in a real
6th-grade math classroom, building on the concepts presented in "Ganit Prakash," the new
NCERT Class 6 math textbook. We're focusing specifically on the chapter about integers,
"Other side of zero." By carefully analyzing the textbook, we saw a real opportunity to
strengthen math instruction by incorporating visual aids, interactive tools, and engaging
activities that would cater to a whole range of learning styles. By making math lessons more
accessible and engaging, this study aims to foster a deeper understanding of mathematical
concepts and cultivate a genuinely positive and enriching learning experience for all students.

There's a growing body of research that clearly supports the transformative potential of UDL
in math classrooms (Hunt & Andreasen, 2011; Eichhorn et al., 2019). Building on this
valuable existing research, this study sets out to investigate the impact of UDL strategies on
both classroom interactions and student engagement. The primary objective here was to
actually observe the practical application and effectiveness of these strategies in a real-world
classroom setting.

This research is all about trying to bridge the gap between UDL theory and its practical
application in the classroom. It aligns perfectly with the overall vision of NEP 2020, which
emphasizes the crucial need for an education system that truly equips students with the skills
and knowledge they'll need to navigate the complexities of our modern world.

Literature Review

Universal Design for Learning (UDL) is an innovative educational approach whose aim is to
make learning inclusive and accessible for all children, regardless of their different learning
abilities. This approach originates from the concept of universal design in architecture which
focuses on creating spaces that work for everyone without the need of adding another
component. UDL applies this principle to education by designing learning environments that
accommodate the diverse needs of learners. UDL ensures that no learner is left behind by
following three fundamental principles—representation (offering multiple ways to present
content), engagement (motivating learners through varied approaches), and expression
(allowing students to demonstrate knowledge in different formats). (Meyer, Rose, & Gordon,
2014).

This approach is significant for inclusive education which is prominently mentioned in the
Right to Education (RTE) Act and National Education Policy (NEP) 2020. Both these
policies emphasize equitable access to quality education for all children, including those with
disabilities or other barriers to learning. The flexibility and proactive planning aspect of the
UDL seamlessly align with these objectives, facilitating the transformation of classrooms into
inclusive spaces that address the needs of every student (Lambert, 2021).

The challenges of teaching mathematics accentuate the importance of UDL in fostering

inclusivity. Mathematics comprises abstract concepts and the traditional teaching methods of
rote learning and standardized assessments marginalizes students struggling with
conventional approaches. UDL offers a framework to make mathematics more engaging and
accessible by incorporating tools such as manipulatives, visual aids, and real-world
applications. For instance, while teaching integers, games, storytelling and group activities
can be incorporated with the textbook definitions to make the concept tangible and relatable.
These strategies help in enhancing the learners of the children along with strengthening the
confidence of the children who might otherwise feel excluded (Hunt & Andreasen, 2011;
Mauro, 2018).
The efficacy of UDL strategies in improving learning outcomes has been proven by
researchers. One study on UDL math menus—a teaching tool that provides students with
options on how to engage with and solve problems—revealed that such strategies enhance
both academic performance and student engagement. Through independent work,
collaborative tasks, or interactive games, UDL offers the students the freedom to choose their
learning paths which fosters autonomy and a sense of achievement. This, in turn, cultivates a
dynamic and inclusive classroom environment (Mauro, 2018).

However, implementing UDL has its challenges. Most of the educators lack the training
required to design and execute lessons based on UDL principles. In traditional classrooms,
standardization takes precedence over personalization. Hence, teachers find it difficult to
adopt a flexible and inclusive approach. To address this, professional development programs
focused on UDL are important. Such programs will equip the teachers with the skills to
design lessons that accommodate diverse learners and encourage the adoption of creative,
student-centered practices (Lambert, 2021; Hunt & Andreasen, 2011).

Another limitation lies in the scarcity of research on UDL’s application in Indian classrooms.
Studies from Western contexts have provided valuable insights but they do not account for
the unique challenges of large class sizes, linguistic diversity, and varying levels of access to
technology faced by the Indian educational landscape. A critical area for future research is
exploring how UDL principles can be tailored to address these challenges of the Indian
education system. Additionally, incorporating UDL principles into teacher training programs
in India could play a transformative role in promoting inclusive education.

UDL provides a bright direction for creating inclusive classrooms that cater to the needs of
all students. By embracing flexibility, creativity, and inclusivity, UDL has the potential to
revolutionize traditional teaching practices and align with global and national goals of
equitable education. While challenges in implementation prevail, addressing them through
targeted teacher training and localized research can unlock UDL’s full potential, laying the
foundation of an education system where every student has the opportunity to succeed.

Conceptual Framework: Universal Design Learning (UDL)

Universal Design for Learning (UDL) is a total game-changer in education. It's about
ditching the old "one-size-fits-all" approach to teaching. Think of it this way: instead of
making everyone wear the same, probably uncomfortable, shoes, UDL makes sure everyone
gets shoes that fit them perfectly. Developed by the Center for Applied Special Technology
(CAST), UDL is all about creating learning experiences that are naturally flexible and
welcoming, anticipating and meeting the diverse needs of every single learner (CAST, 2011;
Rose & Meyer, 2006). This aligns beautifully with the bigger goals of education, which are to
ensure learning is fair and accessible for all students, regardless of their abilities, learning
styles, or where they come from.

Guiding Principles of UDL

UDL is built on three core principles:

Multiple Means of Representation: This principle recognizes that kids take in and process
information in so many different ways. It's the "what" of learning. UDL says it's absolutely
crucial to present information in multiple formats – text, audio, visuals, interactive tools – to
cater to all the different learning styles and how our senses work. Digital technology is a huge
help here, giving us customizable e-books, interactive activities, and other resources that let
students learn in the way that clicks best for them (Rose, 2001). By offering information in
multiple ways, UDL knocks down barriers to understanding and makes sure everyone has a
fair shot at learning.

Multiple Means of Engagement: This principle is all about getting students excited and
interested in learning. It's the "why" of learning. UDL emphasizes creating learning
experiences that are engaging, relevant, and meaningful for students. Eichhorn et al. (2019)
highlight how incredibly important it is to connect learning to students' real-world
experiences, so they see the point and feel it matters. For example, when teaching integers,
teachers can use real-life situations like temperature changes or bank transactions to make the
concepts more relatable and interesting for all kinds of learners.

Multiple Means of Expression: This principle recognizes that students show what they've
learned in lots of different ways. It's the "how" of learning. UDL encourages using a variety
of assessment methods – presentations, projects, portfolios, even digital media – so students
can demonstrate their learning in a way that plays to their strengths. This goes way beyond
traditional tests, which might not give a true picture of what a student really understands
(Kortering et al., 2005).
Figure: Universal Design for Learning Guidelines version (CAST, 2018).

A key characteristic of UDL is that it's proactive. Instead of trying to adapt materials after
someone needs something different, UDL emphasizes designing learning experiences to be
flexible and inclusive from the get-go. This proactive approach, as Rose (2001) argues, is
beneficial for all students, not just those with disabilities. It's like those curb cuts you see on
sidewalks. They were originally designed for people in wheelchairs, but they end up being
helpful for everyone – people pushing strollers, riding bikes, pulling luggage, you name it.

Research Questions

The research questions of the present study were:

1.​ What are the possible ways of promoting UDL in a mathematics classroom ?
2.​ What is the impact, if any, of using UDL principles while teaching a mathematical
concept ?
3.​ How do students perceive the UDL based intervention in a mathematics classroom ?

Research Objectives
The research objectives of the study were:

1.​ To design lesson plans for mathematics classrooms based on UDL principles.
2.​ To analyse the impact of using UDL approach in teaching a mathematical concept in
class.
3.​ To explore the students' perception about UDL based mathematics classrooms.

Methodology

This research made an attempt at exploring the applicability of UDL in a mathematics

classroom. It was an interventional study based on UDL principles. This purpose demanded
the development of an intervention and created a situation for collection of quantitative and
qualitative data.

Research design

The present study relied on mixed-method research design. Creswell (2012) defines
mixed-method designs as a systematic and planned combination of both quantitative
and qualitative research approaches. In this study quantitative data was collected
through a designed worksheets, these worksheets were administered pre and post
intervention. The qualitative data was collected through a mini survey. The analysis of
both types of data was part of the study.

Sample and Sampling Technique

A sample of 35 students of class-6 were chosen as a sample of the present study. The
sample was chosen through convenience sampling technique. Flick (2009) explains
convenience sampling as a non-probabilistic sampling which helps researchers in easy
access to the sample. In this sampling technique the convenience can be of time or
accessibility to the researcher.

Figure: Gender description of the selected sample

In the case of present study the convenience of access and engagement was the
reason. The researcher is teaching this class as an intern.

Planned Intervention

The intervention aspect of the study was an essential component. The researcher
planned it meticulously to ensure that all the principles of UDL are ensured in the
intervention. Three classes were planned with UDL principle at core on the
mathematics topic - Integers. Here is the description of the intervention lesson wise.
Chapter 10- The other side of Zero from NCERT New textbook Ganit Prakash was
taught to the class through these below mentioned lessons.

Daily Plan Topic Taught Means of Means of Means of

Number Engagement Representation Action and
Used Expression

Plan-01 Introduction of Real world Textured Group task

Integers relations, tiles/Tokens
Choice and (concrete),​
autonomy, Number line
varied (visual),
modalities Story
telling(audio
visual)
​

Plan-02 Operation on Collaboration Textured Individual

Integers and assistance tiles/Tokens worksheets
(concrete),​
Number line
(visual),
Story
telling(audio
visual)

Plan-03 Operation on Collaboration Textured Group practice

Integers and assistance tiles/Tokens
(concrete),​
Number line
(visual),
Story
telling(audio
visual)
 Tools and Techniques for data collection

The tools or construct of data collection hold a strong importance. This study used
multiple tools for data collection. The multiple tools were curated in the sense that
both qualitative data and quantitative data can be gathered for analysis of UDL in
action. The following tools were used for data collection.

●​ Pre-test worksheet: This worksheet consisted of 15 items related to

understanding of integers, operation of integers. It was administered before the
intervention.
●​ Post-test worksheet: This worksheet consisted of 18 similar kinds of items
around the topic Integers. The score was adjusted to 15 for drawing the
comparison and looking at the effect of UDL based intervention. It was
provided to students after the three UDL based lessons.
●​ Feedback form: The feedback form was filled by students after the end of
intervention. This feedback form was a mini survey based in order to
understand the perception of students about the learning experience.

Limitations of the study

This research was conducted to analyse the UDl principles in the field. This results in
some limitations of the study. These limitations are:

●​ The study lacks statistical generalisation due to small sample size and
conducting it with one class only.
●​ The time span of planned intervention was kept small. There were three
lessons of 30 minutes each and were delivered on alternate days.

Delimitations of the study

The study was delimited in the manner as mentioned below:

●​ The study was conducted with a single section of class-VI of East Delhi based
School.
●​ The study was conducted on the Integer topic only.

Analysis and Discussion of the data

This section highlights the key findings of the research. The findings of the study are
presented in an objective wise manner.

Objective 1: Designing of UDL-Based Instructional Lesson plans

Before implementing the intervention, meticulous planning was undertaken to ensure

alignment with the core principles of Universal Design for Learning (UDL). While traditional
teaching methods often focus on adapting instruction to the specific needs of individual
students after identifying them, UDL emphasizes proactive planning for variability. Lesson
plans are designed to anticipate and address the diverse learning needs of all students by
incorporating multiple options for engagement, representation, and expression.

The lesson plan for introducing integers to the sixth-grade class serves as a prime example of
UDL-based instructional design. It incorporates a variety of activities specifically designed to
cater to the diverse learning styles and needs of all students, thereby promoting active
participation and meaningful learning experiences for everyone. Below is a sample lesson
plan focusing on "Introduction to Integers". This lesson plan includes the following essential
components:

Component of Details of the Component Relevance of the component

Lesson Plan

General This section consists of date,

Information day, time, chapter, topic of the Clearly defined for logistical
day etc. planning and scheduling.

Skill set/ These are ensured through tasks or

Competencies Explicitly identified skills to be assignments planned in the lesson.
developed during the lesson
such as communication,
problem-solving etc.

Learning
Objectives/ Crafted using the SMART ABCD approach (Audience,
Learning framework (Specific, Behavior, Condition, Degree) is
Outcomes Measurable, Achievable, used for greater specificity and
Relevant, Time-Bound) to clarity. For example:
ensure clear, concise, and
measurable learning goals. Audience: Class 6 students.

Behavior: Identifying positive and

negative integers using real-life
examples and teaching aids (e.g.,
number lines, models, tactile tiles).

Condition: Guided practice with

visual and tactile aids in
collaborative settings.
 Degree: Achieving at least 80%
accuracy in identifying, comparing,
and demonstrating integers.

Bellwork Activity Bellwork activity designed to Connecting Emotions to Integers

engage students by connecting
the abstract concept of integers
to their personal experiences.

Teacher extend the Bell work

Set Induction activity here by drawing direct This helps students in creating
link with to be taught concept substantial visualisation of the
taught concept.

These instruction has to be

Instructions ●​ direct instructions ●​ Direct instruction is a whole
●​ guided practice and class approach where teachers
●​ Independent practice teach the common concept
(Homework) with multiple objects or
manipulatives.
●​ Guides practice is majorly
planned as group activity or
peer task. This open space for
collaborative learning
experience.
●​ Independent practice helps in
extending learning beyond the
classroom. This is planned to
promote onus of learning in
students.

Assessment Inclusive and Multifaceted The assessment strategy employs a

multifaceted approach to
accommodate the diverse learning
needs of all students. Formative
assessment tools such as Quiz,
Project works, Portfolios etc can be
used.
Objective2: Impact of the UDL based Intervention

In order to identify the impact of the UDL based plans both qualitative and quantitative data
was selected.

The quantitative analysis was done through a mini pre-test worksheet and post-test
worksheet. The test scores were analyzed to evaluate the effectiveness of the UDL-based
intervention. The quantitative data showed a modest improvement in scores (Pre-test Mean =
10.4, Median = 10; Post-test Mean = 11.26, Median = 11.67).

As seen, the quantitative data does not reveal a significant hype in the scores but considering
the classroom engagement, interactions and curiosity of the student, the results show a major
difference. The reason for this limited variation in the scores can be because of the student's
prior familiarity with the concepts of integers. They know the formulaic approach of it, have
practiced it, hence they heavily relied on it. Although they enjoyed the teaching learning
process with various activities and methods, there was noticeable hesitation in applying these
new methods in a formal testing environment. This also highlights the deep rooted influence
of the conventional teaching practices on their problem solving habits. One of the responses
was ‘ma’am why complicate it so much, it can be done easily by the formula’ highlights
student’s dependence on direct procedural methods over deeper conceptual understanding.
This also reflects the challenges of the teachers to help the child transition from rigid
outcome based learning to a more flexible and exploration based learning.

The unstructured classroom observation indicates that students were engrossed diligently in
peer and group activities while provided with different manipulatives in the classroom.

Parameters Pre-Test Score Post-Test Score

(Max. Marks= 15) (Max. Marks= 15)

MEAN Score (N=35) 10.4 11.26

MEDIAN Score (N=35) 10.0 11.67

Objective3: To explore students perception about UDL based mathematics class

This study wanted to know what students thought about a math class that used Universal
Design for Learning (UDL) principles. We focused on five main things: how engaged
students were, how well they understood the math, how included they felt, what they learned,
and how they interacted with each other. What the students told us, both in numbers and their
own words, gave us a great picture of how UDL-based teaching made learning more fun,
welcoming, and all about the students.

Theme A: Student Engagement

One of the coolest things we saw was how into the lessons the students were. Most of them
(28 kids) said the class was ‘really interesting’ and nobody said that they were bored. That’s a
big sign that UDL makes learning more exciting and appealing. Out of all the activities the
number line was the biggest hit (20 responses). It makes sense, they had already used the
number line in earlier grades, so it felt familiar and easy to work with.

While the kids like the newer stuff like the building model (storytelling) and tactile tiles they
didn't pick those as often for assessment. It seems like those methods even though they are
good might need a little more time for students to get used to them. Even so the kids were
really interested about joining in- 27 of them said they always look over to the activities.

Theme B: Conceptual Understanding

One of our main goals was to see if UDL teaching actually helped the students understand
integers better. And it totally did! Almost all of them (29 kids) said they understood integers
"really well" after doing the activities. The red and green tactile blocks were very helpful for
explaining operations on integers as 21 students said it was most helpful.

It wasn't just about understanding, though. The kids also felt confident talking about what
they learned. A whopping 32 students said they could explain integers in their own words
now. That tells us the activities really helped them get a deeper understanding. Plus, 26 kids
felt "really confident" about solving integer problems on their own. So, these methods not
only helped them understand but also gave them the power to tackle problems by themselves.
Using different ways to teach – visual, tactile, and interactive – made sure every kid had a
way to grasp the concept, which is exactly what UDL is all about.

Theme C: Inclusivity

One of the most important aspects of UDL is how it makes everyone feel included in the
learning process. The study showed that almost all the students (29 kids) said they felt
comfortable and included during the activities, and (32 kids) agreed that the way the lesson
was set up let them learn at their own speed.

A big part of making everyone feel included was the support that was available.
Twenty-seven students said help was "always" there when they needed it. That tells us how
important it is for teachers to be active and ready to help whenever needed. By using different
teaching strategies and giving constant support, the lesson really did a good job of meeting
everyone's needs, which is what UDL is all about.

Theme D: Learning Outcomes

The UDL classroom didn't just make learning fun; it also helped the students learn more.
Thirty-one students said these activities really boosted their understanding of integers. This
shows how well interactive and hands-on learning works for building a strong foundation.
Going from just listening to actively exploring made math something they could actually do,
not just something they had to memorize. This lines up perfectly with NEP 2020's idea of
student-centered education, and it shows how UDL can change classrooms for the better.
Theme E: Classroom Interactions

Another key part of UDL is getting kids to talk and work together. Our study showed that this
worked really well. Twenty-eight students said the activities encouraged them to work with
their classmates, which made learning a shared experience. Plus, 23 students said they either
helped or got help from other students, which is a great example of supporting each other.

The teacher's role in leading discussions was appreciated too. Thirty-one students said the
teacher made sure everyone was part of the class activities. And 27 kids said it was "really
easy" to ask questions and share what they were thinking. This shows how an open and
supportive classroom was created where kids felt comfortable speaking up. These findings fit
right in with UDL's principles of giving learners different ways to get involved and express
themselves. Learning wasn't just something they received; it was something they actively
participated in.

Conclusion ​
​
This study demonstrates that the principles of Universal Design for Learning (UDL) is
effective in enhancing engagement, creating an inclusive scope in mathematics instruction
which further creates a student-centered space. According to the findings, UDL principles
help in improving students’ conceptual understanding, boost their confidence levels,
encourage active participation in classroom discourses therefore encouraging collaborative
learning. Since learners are provided multiple means of engagement, representation and
expression the UDL approach has been successful in addressing the diverse learning needs of
the students from sixth - grade while the learning environment was equitable and accessible
to all.

However, there were many interesting observations discovered during the study. While some
students had improved performance during the assessments many of them were still relying
on traditional methods of performing. Students were engaged with multiple innovative tools
like the tactile tiles, slider number lines and building models during the classroom activities
students were found to be reluctant in using them during assessments. These observations
lead us to conclude that these exposures need to be there for a long term to become
effectively adaptive for students to learn through them and use them during assessments.
These conclusions align with the vision of NEP-2020 which promotes the classroom learning
to be shifted towards more student-centered, process-oriented forms which would lead to the
prioritisation of deeper understanding rather than simple rote memorization.

The activities designed according to the principles of UDL impacted the classroom in a way
to become more dynamic and engaging. The use of hands-on-tools such as tactile tiles, slider
number lines provided alternative pathways to students to interact with mathematical
concepts which enabled the learners to have accessibility. This discourse aligns with the
vision of the Right to Education (RTE) Act which marks the need for inclusive and
participatory classrooms. Learners responded positively with comments such as “I liked the
green and red token method” which again highlights how significant it is to incorporate fun
and engaging elements into a learning experience which makes it relatable and memorable.

Another significant benefit which emerged from the UDL approach is “Collaboration”.
Students were collaboratively learning, sharing ideas and supporting each other which
eventually created a sense of community within the classroom. This kind of classroom
environment aligns with the spirit of the National Curriculum Framework (NCF) 2005 which
highlights the need for cooperative and democratic learning environments. The teacher
supported this kind of learning environment by facilitating discussions and ensuring the
active participation of every learner. In this way the teacher not only supported the students
academic growth but their social and emotional development also.

Despite these positive outcomes, the study also outlined the areas for improvement. Because
of heavy dependence on tools which are familiar, like the number line during the
assessments, suggests that there should be increased practice and more reinforcement should
be there on the use of innovative tools and strategies. Research shows that if students are
consistently exposed to diverse learning approaches then students' confidence and their
acceptance towards the use of these tools can be increased.

To conclude, this study provides adequate evidence of the effectiveness of UDL in enhancing
the flexibility, inclusivity and effectiveness of instructions in a mathematical classroom.
These findings align with the vision of other educational frameworks such as NEP 2020, RTE
Act and NCF 2005. However, to implement UDL successfully in Indian classrooms, support
for teachers to design and deliver UDL-based lessons is a compulsory requirement. By
investing in right and required places such as teacher training we can create a more inclusive
and equitable education system.

References

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