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October 2012, Volume 19, Issue 3


UDL for Geometric Length Measurement
Sarah J. Selmer and Kimberly Floyd
A proactive preschool teacher differentiates instruction by using the Universal Design for Learning framework to decrease barriers that limit students’ access to classroom learning.

The Power of Problem Choice
Katherine A. G. Phelps
Fourth- and fifth-grade learners can use differentiated number sets within CGI problem structures to add and subtract fractions with unlike denominators.

Teacher-Initiated Differentiation- FREE PREVIEW!
Jacque Ensign
Two classrooms become models for their large, urban district.

Making 10 My Way
Laura Bofferding, Melissa Kemmerle, and Aki Murata
Focusing on differentiation, three teachers push all their kindergartners toward recognizing relationships among combinations.

Developing Quantitative Mental Imagery
Jonathan N. Thomas and Pamela D. Tabor
Use these descriptions of diagnostic and instructional tools to help young learners move beyond reliance on physical materials to negotiate arithmetic tasks.

7 Steps to High-End Learning
M. Katherine Gavin and Karen G. Moylan
Research-based actions and practical ideas for implementation can help shape your differentiated instruction.

Increasing Participation through Differentiation
Bridget Christenson and Anita A. Wager
The Balanced Mathematics framework addresses differential needs of all learners.
Second Look:

Second Look - Differentiation

Differentiation for Special Needs Learners
The foundations underlying the process of instructional differentiation for students with learning problems in mathematics. Additionally, the article illustrates its application using a lesson that emphasizes the five Process Standards highlighted in Principles and Standards for School Mathematics.

Differentiating the Curriculum for Elementary Gifted Mathematics Students
Description of the Mathematics Investigation Center (MIC), a tool to help elementary teachers differentiate the curriculum for their gifted mathematics students. Using the same mathematical theme that the rest of the class is studying, the activities provide depth for the gifted students by shifting from a computation level to a problem solving level.

The Power of Choice
Infusing mathematics lessons with opportunities for students to make instructional choices is a teacher strategy to differentiate instruction toward achieving classroom equity.

Understanding the Development of Students' Thinking about Length
Describes assessment tasks and a conceptual framework for understanding elementary students' thinking about the concept of length. Teachers will learn about student difficulties with length and how to differentiate instruction to reach these learners.

Illuminations Activity: Concentration
By yourself or against a friend, match whole numbers, shapes, fractions, or multiplication facts to equivalent representations. Practice with the clear panes or step up the challenge with the windows closed. How many socks can you win?

The Equity Principle
Excellence in mathematics education requires equity—high expectations and strong support for all students.