The purpose of this study was to evaluate the effect of a mathematics intervention that utilized the Universal Design for Learning (UDL) framework on mathematical problem solving skills for three middle school students with extensive support needs (ESN). Participants were taught to solve percent of change word problems related to personal finance (calculating the final price after leaving a tip or purchasing a discounted item). Visual analysis of the multiple probe across participants design indicated a functional relation between the mathematics intervention and an increase in mathematical problem solving skills. Results are discussed in terms of acquisition and generalization of mathematical problem solving skills. Implications for application of the UDL framework to mathematics instruction for learners with ESN are discussed.

中文翻译：

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将通用学习框架设计应用于有广泛支持需求的学习者的数学教学

本研究的目的是评估利用通用学习设计 (UDL) 框架的数学干预对三名有广泛支持需求 (ESN) 中学生数学问题解决技能的影响。参与者被教导解决与个人财务相关的变化词问题的百分比（在留下小费或购买打折商品后计算最终价格）。对参与者设计的多重探索的视觉分析表明数学干预与数学问题解决能力的提高之间存在功能关系。结果在数学问题解决技能的获得和概括方面进行了讨论。讨论了将 UDL 框架应用于 ESN 学习者数学教学的影响。