Welcoming Interests and Identities in Math Class

How do we truly invite students into mathematics?

In this episode of Math Universally Speaking, Ron Martiello explores the connection between Universal Design for Learning (UDL) and high-quality mathematics instruction, focusing on the engagement guideline of welcoming interests and identities. When students feel invited into the learning process, they are more likely to stay engaged, persevere through challenges, and develop a strong math identity.

Drawing connections to the Standards for Mathematical Practice and NCTM’s Principles to Actions, this episode explores how teachers can design math classrooms that honor learner variability while maintaining high expectations for all students.

You’ll hear practical ideas for:

• Using multiple mathematical tools and strategies to support conceptual understanding

• Designing instruction that promotes choice, relevance, and authenticity in math learning

• Encouraging strategic thinking and problem solving rather than relying on a single algorithm

• Creating opportunities for joy, collaboration, and productive mathematical play

• Using asset-based language to nurture positive math identities for every student

Ron also discusses how welcoming student identities can transform math classrooms from places of compliance into spaces where students feel valued, capable, and invited to think deeply about mathematics.

This conversation connects directly to ideas explored in the book Conquering Math Myths with Universal Design: An Inclusive Approach to Instruction K–8, co-authored by Ron Martiello and Dr. Jenna Rufo.

If you're passionate about inclusive math instruction, equitable teaching practices, Universal Design for Learning, and developing confident math learners, this episode will give you practical insights and inspiration for your classroom.

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