Story-problems and Universal Design for Learning for Inclusive and Accessible Mathematics Education: A Study of Italian Preservice Special Education Teachers.
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| Title: | Story-problems and Universal Design for Learning for Inclusive and Accessible Mathematics Education: A Study of Italian Preservice Special Education Teachers. |
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| Authors: | Iacono, Umberto Dello1 umberto.delloiacono@unicampania.it, Vivarelli, Angela2 |
| Source: | Mathematics Teacher Education & Development. 2026, Vol. 28 Issue 1, p1-17. 17p. |
| Subject Terms: | *Word problems (Mathematics), *Inclusive education, *Teaching methods, *Student teachers, *Individualized instruction, *Special education teachers, *Mathematics education |
| Abstract: | This article reports on a study that explored how narrative problem design and the Universal Design for Learning (UDL) framework support inclusive and accessible mathematics education. The research involved 269 Italian preservice secondary school special education teachers, with the goal of developing competencies in designing inclusive striped problems: mathematical story-problems structured according to Zan's Context and Question (C&Q) model and enriched through the use of multiple representations in line with UDL. Participants worked in groups to redesign mathematics problems and subsequently completed an individual questionnaire reflecting on inclusive educational design. Data were analysed through a combination of analysis of group designs and deductive qualitative content analysis. Results show that all groups incorporated multiple representations, over half successfully designed striped problems coherent with the C&Q model, and a majority included personalisation for specific disabilities. Questionnaire responses revealed participants' emerging awareness of narrative coherence, multimodality, and personalisation as interconnected dimensions of inclusive mathematics design. The results of this study suggest that inclusive striped problems are useful for designing inclusive learning activities in mathematics. The study highlights the potential of integrating the C&Q model and UDL in preservice teacher education to foster teachers' professional identity as designers of inclusive and accessible mathematics learning environments. [ABSTRACT FROM AUTHOR] |
| Copyright of Mathematics Teacher Education & Development is the property of MERGA and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 194444445 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Story-problems and Universal Design for Learning for Inclusive and Accessible Mathematics Education: A Study of Italian Preservice Special Education Teachers. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Iacono%2C+Umberto+Dello%22">Iacono, Umberto Dello</searchLink><relatesTo>1</relatesTo><i> umberto.delloiacono@unicampania.it</i><br /><searchLink fieldCode="AR" term="%22Vivarelli%2C+Angela%22">Vivarelli, Angela</searchLink><relatesTo>2</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Mathematics+Teacher+Education+%26+Development%22">Mathematics Teacher Education & Development</searchLink>. 2026, Vol. 28 Issue 1, p1-17. 17p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Word+problems+%28Mathematics%29%22">Word problems (Mathematics)</searchLink><br />*<searchLink fieldCode="DE" term="%22Inclusive+education%22">Inclusive education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+teachers%22">Student teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Individualized+instruction%22">Individualized instruction</searchLink><br />*<searchLink fieldCode="DE" term="%22Special+education+teachers%22">Special education teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematics+education%22">Mathematics education</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This article reports on a study that explored how narrative problem design and the Universal Design for Learning (UDL) framework support inclusive and accessible mathematics education. The research involved 269 Italian preservice secondary school special education teachers, with the goal of developing competencies in designing inclusive striped problems: mathematical story-problems structured according to Zan's Context and Question (C&Q) model and enriched through the use of multiple representations in line with UDL. Participants worked in groups to redesign mathematics problems and subsequently completed an individual questionnaire reflecting on inclusive educational design. Data were analysed through a combination of analysis of group designs and deductive qualitative content analysis. Results show that all groups incorporated multiple representations, over half successfully designed striped problems coherent with the C&Q model, and a majority included personalisation for specific disabilities. Questionnaire responses revealed participants' emerging awareness of narrative coherence, multimodality, and personalisation as interconnected dimensions of inclusive mathematics design. The results of this study suggest that inclusive striped problems are useful for designing inclusive learning activities in mathematics. The study highlights the potential of integrating the C&Q model and UDL in preservice teacher education to foster teachers' professional identity as designers of inclusive and accessible mathematics learning environments. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Mathematics Teacher Education & Development is the property of MERGA and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=194444445 |
| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 17 StartPage: 1 Subjects: – SubjectFull: Word problems (Mathematics) Type: general – SubjectFull: Inclusive education Type: general – SubjectFull: Teaching methods Type: general – SubjectFull: Student teachers Type: general – SubjectFull: Individualized instruction Type: general – SubjectFull: Special education teachers Type: general – SubjectFull: Mathematics education Type: general Titles: – TitleFull: Story-problems and Universal Design for Learning for Inclusive and Accessible Mathematics Education: A Study of Italian Preservice Special Education Teachers. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Iacono, Umberto Dello – PersonEntity: Name: NameFull: Vivarelli, Angela IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: 2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 14423901 Numbering: – Type: volume Value: 28 – Type: issue Value: 1 Titles: – TitleFull: Mathematics Teacher Education & Development Type: main |
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