Welcome to Addressing Accessibility in Mathematics (AAM)! Our aim is to make mathematics instruction more accessible to a wide range of students including learners with disabilities, and to promote collaboration between mathematics teachers and special educators.
Our current project is called Differentiated Professional Development: Building Mathematics Knowledge for Teaching Struggling Students (DPD). This innovative project uses a blended model (face-to-face and online) to differentiate PD to address teachers' wide range of content knowledge, experiences and interests. The goals are to help teachers build mathematics knowledge, diagnostic approaches, and instructional strategies for teaching rational number concepts to struggling learners (with or without identified disabilities). Our three DPD programs focus on the Common Core State Standards for fractions, decimals and integers.
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This project is supported by the National Science Foundation Grant No. ESI-9911831. Opinions expressed are those of the authors and not necessarily those of the Foundation.