Teachers’ experiences in using universal design for learning in primary mathematics classrooms: Professed benefits

Abstract

The study explored the potential benefits of using the Universal Design for Learning (UDL) guidelines in primary mathematics classrooms. The multiple case study reported in this paper, grounded in social constructivism theory, focused on five under-resourced rural primary schools in the Free State Province, South Africa. A homogeneous purposive sampling method was used to select five mathematics teachers, one from each school. Data was generated through lesson observations, focus group discussions, and document analysis, with inductive content analysis employed to analyse the data. UDL guideline version 2.2 was used to interpret the data and provide explicit examples of UDL practices. The major pedagogical benefits of UDL, as indicated by the study's findings, included enhanced understanding and processing of content, offering learners multiple ways to access and engage with mathematical concepts, providing flexible teaching, and catering to a diverse learner population. Thus, the study's findings suggest that teachers should be strategic and intentional in using UDL to strengthen learning.