Abstract

This case study examines an elementary pre-service teacher’s reflections and decisions during a decimal unit when working with three fourth-grade students with mathematical disabilities. The data was examined through the lens of the principles of Universal Design for Learning for equitable learning opportunities for all students. The results detail the misconceptions or common errors the pre-service teacher was able to identify in the students’ understanding of decimal concepts as well as the pedagogical decisions she made in response to the students’ thinking. The findings provide insight for elementary teacher educators not only of how one pre-service teacher was able to notice student conceptions, analyze their ideas, and then respond to their learning needs, but also of areas for which the pre-service teacher still struggled with her pedagogical decision-making.