Inclusive Design and Pedagogical Strategies | Scribe

Inclusive Design and Pedagogical Strategies

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Overview

This page focuses on how math is structured and taught, drawing on research in cognitive load theory, multiple representations, and Universal Design for Learning (UDL), as well as work on inclusive assessment in Math. The goal is to design learning experiences that reduce unnecessary barriers, support different ways of engaging with math, and promote more equitable participation.

Accessibility and UDL

Implementing UDL and Accessibility in Your Course

UDL and Accessibility Strategies for Math Instruction

The following strategies can help you design math content that is accessible, reduces cognitive load, and supports all learners.

Design Assignments That Reduce Cognitive Load

  • Cognitive Load Theory for Math Mastery

  • Break multi-step problems into visible steps (“Step 1… Step 2… Step 3…”).

  • Separate task vs. story: keep the question and constraints in a short, clear block; put extra context elsewhere.

  • Provide a quick notation key when you introduce new symbols or functions.

  • Use headings, bullets, and spacing so students can see where one idea or example ends and another begins.

Try this:

Take one existing problem and rewrite the prompt as a short numbered list. Pull key conditions (e.g., “round to two decimal places”) into bullets above the question.

Multiple Representations and Modalities

  • For key ideas, include at least two forms:

    • symbolic (equation or expression)

    • verbal (In words)

    • visual (graph, diagram, table)

    • contextual (short real-world example)

  • When you show a graph or diagram, add a short text description of what to notice (e.g., intercepts, trends, relationships).

Try this:

Pick one core concept (e.g., linear function, limit, standard deviation) and present it symbolically, visually or in a table, and in plain language, plus 1–2 sentences connecting them.

Inclusive Assessment Strategies

  • Be explicit about what you’re assessing (conceptual understanding, procedure, application, explanation).

  • Use clear, direct language; avoid long, dense paragraphs or unnecessary idioms in word problems.

  • Where it fits your outcomes, give students structured ways to respond:

    • prompts like “Define variables → Write the equation → Solve → Interpret”

    • space to briefly explain reasoning alongside symbolic work

  • Avoid using color alone to convey meaning in graphs or diagrams.

  • Make sure students using assistive technology have enough time and a clear path to navigate the assessment.

Try this:

Choose one quiz or exam question and:

  1. Turn the instructions into a numbered list.

  2. Add one sentence that clarifies what you expect (for example, “Show your algebraic steps and explain what the solution means in context.”).

Recommended Resources

For more information, take a look at Recommended Resources: T: Inclusive Design and Pedagogical Strategies.