Universal Design for Learning in teaching mathematical problem solving.
DOI:
https://doi.org/10.70577/asce.v5i1.663Keywords:
Universal Design, Learning, Mathematics, Problem Solving, Inclusion, Basic Education.Abstract
This research examined how Universal Design for Learning (UDL) affects the teaching of mathematical problem-solving skills to high school students. using a quasi-experimental setup with groups for the experiment and a control group. The sample included 120 students chosen thru stratified sampling. We used standardized tests for problem-solving, motivation, and accessibility surveys, along with structured and semi-structured interviews with teachers to collect our data. The results indicate that the group following UDL guidelines improved on the math test and felt more motivated and saw things as more accessible than the other group. These results support how beneficial UDL is for dealing with different thinking styles and making math learning fairer and more inclusive. The study also provides solid evidence shedding light on how UDL works in different learning environments and enhances complex teaching skills like problem-solving., the study highlights the academic and real-world importance of UDL, and calls for more research to truly make the most of it.
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Copyright (c) 2026 MSc. Gladys Cristina Guamán Guamán, Lic. Marlene Socag Guzmán, Mgs.Dorinda Felicidad Pilco Pomagualli, Lic. Rosa Enriqueta Chiluiza Taco, Mgs. Fanny Yolanda Chiluiza Taco
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