Proceedings of The Focus Conference (TFC 2025)

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Reimagining Mathematics Classrooms Through Universal Design for Learning: Innovative Pedagogical Framework for Global Competency

Authors
Themba M. Mthethwa1, *, Matshidiso M. Moleko2, Moeketsi S. Mosia3, Felix O. Egara4
1Mangosuthu University of Technology. Teaching and Learning Development Centre (TLDC), Durban, South Africa
2University of South Africa, Pretoria, South Africa
3University of the Free State, Bloemfontein, Free State, South Africa
4University of the Free State, Bloemfontein, Free State, South Africa
*Corresponding author. Email: Mthethwa.themba@mut.ac.za
Corresponding Author
Themba M. Mthethwa
Available Online 29 December 2025.
DOI
10.2991/978-2-38476-521-8_16How to use a DOI?
Keywords
Universal Design for Learning (UDL); Inclusive mathematics education; Global competency; culturally sustaining pedagogy
Abstract

Mathematics education must move beyond procedural fluency to embrace equity, cultural relevance, and future readiness. This conceptual paper explores the potential of Universal Design for Learning (UDL) as a pedagogical framework for inclusive and globally competent mathematics instruction. Drawing on empirical studies, theoretical constructs, and international policy frameworks, the study situates UDL within three lenses: Learning Ecosystems, Culturally Sustaining Pedagogy (CSP), and OECD/UNESCO Future Competencies. Anchored in the principles of multiple means of representation, engagement, and expression, UDL provides a flexible approach that views learner variability as foundational. UDL-informed practices enhance participation for diverse learners, particularly in multilingual and under-resourced contexts, while cultivating critical thinking, collaboration, and ethical reasoning. Technology and Open Educational Resources (OERs) are highlighted as enablers of implementation. The paper concludes with recommendations for policy, curriculum design, teacher education, and classroom practice, positioning UDL as a strategic imperative for reimagining mathematics classrooms as spaces of belonging, empowerment, and global engagement.

Copyright
© 2025 The Author(s)
Open Access
Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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Volume Title
Proceedings of The Focus Conference (TFC 2025)
Series
Advances in Social Science, Education and Humanities Research
Publication Date
29 December 2025
ISBN
978-2-38476-521-8
ISSN
2352-5398
DOI
10.2991/978-2-38476-521-8_16How to use a DOI?
Copyright
© 2025 The Author(s)
Open Access
Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

Cite this article

risenwbib
TY  - CONF
AU  - Themba M. Mthethwa
AU  - Matshidiso M. Moleko
AU  - Moeketsi S. Mosia
AU  - Felix O. Egara
PY  - 2025
DA  - 2025/12/29
TI  - Reimagining Mathematics Classrooms Through Universal Design for Learning: Innovative Pedagogical Framework for Global Competency
BT  - Proceedings of The Focus Conference (TFC 2025)
PB  - Atlantis Press
SP  - 247
EP  - 263
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-521-8_16
DO  - 10.2991/978-2-38476-521-8_16
ID  - Mthethwa2025
ER  -