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Vol:
11
Num:
1
Abstract:
The aim of this article is to reflect on and promote discussion of accessibility of teaching university Mathematics. I will describe how certain features of ‘traditional’ Mathematics teaching can unintentionally inhibit the participation of some students with disabilities. I will suggest ways to remove these barriers, for example via adjustments of curriculum design, teaching delivery and the introduction of teaching technologies. I will then briefly discuss specific examples in my own work and finish by outlining current UK initiatives working towards heightening the accessibility of disabled students in the Mathematical Sciences.
The aim of this article is to reflect on and promote discussion of accessibility of teaching university Mathematics. I will describe how certain features of ‘traditional’ Mathematics teaching can unintentionally inhibit the participation of some students with disabilities. I will suggest ways to remove these barriers, for example via adjustments of curriculum design, teaching delivery and the introduction of teaching technologies. I will then briefly discuss specific examples in my own work and finish by outlining current UK initiatives working towards heightening the accessibility of disabled students in the Mathematical Sciences.
| Attachment | Size |
|---|---|
| Webb.pdf | 488.02 KB |
Filename:
Webb.pdf
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