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Author Biography

Weichen Zhao is an Assistant Professor of Mathematics Education at San Diego State University-Imperial Valley and a member of the Center for Research in Mathematics and Science Education (CRMSE).

Abstract

The Universal Design for Learning (UDL) framework encourages educators to proactively remove barriers in curriculum and instruction to increase accessibility for all learners. While UDL is often applied during lesson planning, it can also serve as a powerful tool for critically examining and revising existing mathematics curricula. Drawing on qualitative data from teacher candidates’ reflective journals and curriculum artifacts collected over two semesters, this study examines how guided reflection supported teacher candidates in identifying barriers, proposing inclusive adaptations, and deepening their understanding of equity-oriented mathematics instructional design. As a self-study grounded in participatory action research, the findings also informed the researcher’s own practice as a mathematics teacher educator, highlighting the value of recursive reflection in bridging the theory–practice divide in mathematics instruction. This study underscores the potential of UDL-guided reflection as a generative practice for developing inclusive mathematics educators.

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