Inclusive Maths Teaching - Helping Every Child Reach Their Potential.

At Stride Maths and Literacy Steps, our approach is informed by research into inclusive mathematics education, including the University of Auckland's Teaching and Learning Research Initiative project, Inclusive Mathematics Teaching: A UDL Lesson Study Approach. Led by Dr Lisa Darragh, Dr Jude MacArthur and Jules Coup. This work explores how Universal Design for Learning can help teachers identify and reduce barriers to maths learning. The research highlights participation, achievement and belonging as key, and not just correct answers. 

At Stride Maths and Literacy Steps, we start by understanding what a child already knows, where they feel stuck, and what helps them learn. For neurodivergent learners who find multi-step instructions overwhelming, we break tasks into clear steps, model the first move, and give time to practise. For children who grasp concepts quickly, we stretch their thinking with rich problems, pattern finding, and asking them to explain why strategies work. Confidence is built alongside challenge, so children experience success while also discovering what else they can do. For example, moving from basic multiplication into patterns, factors, and problem solving in unfamiliar contexts. 

Research into inclusive teaching reminds us that children don't have to learn the same way to succeed. At Stride, we meet children where they are, whether they're building foundational skills or reaching for more advanced maths. Every child deserves the chance to feel capable and to discover just how far their thinking can take them.