Article ID: 47050
In this study, elementary math classes were designed and implemented based on the Universal Design for Learning (UDL) theory and the effect of these classes was examined. The results revealed that the students comprehended the benefits of each learning method (whole-class, individual learning, and cooperative learning), and by selecting each method, they began to feel that they could understand and do the work, and they showed their attempt to proceed their own learning. In addition, it showed the increase of the rates of requesting assistance from peers and teachers to deepen their understanding of learning. Also, in terms of academic achievement, the tendency to promote the acquisition of knowledge and skills limited temporarily to the knowledge and skills in the relevant class was shown. These results indicate that the lesson design implemented in this study may help to create a lesson as a place for developmentally supportive guidance for the students.
