Múltiples representaciones desde el DUA: caminos de inclusión en clase de matemáticas

Source abstract

This collaborative action-research study analyzes the learning a mathematics teacher consolidates while reflecting, within a Community of Practice, on addressing diversity through Universal Design for Learning (UDL), emphasizing the representation principle. Through coding and triangulation, an initial lesson plan (PRASI) was compared with a revised plan developed after training (PRACI). Results show a shift from graphs and tables toward coordinating manipulative, pictorial, tabular, graphical, algebraic, and digital representations, while making language and connections among representations explicit and incorporating supports to reduce barriers to learning and participation. A situated case, with no claim to generalization