Abstract
As classroom teachers, we understand the struggles students face daily, especially in mathematics. These challenges can include language barriers which may or may not be related to disabilities. We have seen students in classrooms struggle with the digital divide and limited digital access. Both language and digital access are crucial for mathematical student learning. We provide practical ideas for middle school teachers to help bridge the gap for students with language barriers using digital access and the concept of Universal Design for Learning (UDL) in mathematics. The ideas presented are to provide greater equity for students with language-based issues in all areas, but with a special focus on the more complex needs presented in today’s middle school mathematics classrooms.
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