Flexible teaching of mathematics word problems is essential to improve learning. Flexible teaching is vital in terms of providing meaningful learning, creating inclusive learning spaces and making content accessible. As such, teachers need to strive to provide flexible teaching of mathematics word problems in order to optimise and maximise learning. In line with this notion, therefore, the qualitative case study reported in this article aimed to explore the implementation of one aspect of universal design for learning (UDL), namely multiple means of representation (MMR), to guide flexible teaching of mathematics word problems. Data were collected using focus group discussions, reflection and observation sessions in which five high school mathematics teachers and a Head of Department were involved. The teachers participated in a mini-workshop on the application of the UDL principles which was organised to introduce and induct them to the approach. The study showed that MMR can be used to help guide flexible teaching of mathematics word problems by providing varied options for comprehension: options for language, mathematical expressions and symbols, as well as options for perception. The findings of the study recommend the need for teachers to adapt their teaching by considering the application of the MMR principle to guide and promote flexible teaching of mathematics word problems.

中文翻译：

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通过多种表示方式灵活地教授数学应用题

灵活的数学应用题教学对于提高学习至关重要。灵活的教学对于提供有意义的学习、创造包容性的学习空间和使内容易于访问而言至关重要。因此，教师需要努力提供灵活的数学应用题教学，以优化和最大化学习。因此，本着这一理念，本文报道的定性案例研究旨在探索通用学习设计（UDL）的一个方面的实施，即多重表示方法（MMR），以指导数学应用题的灵活教学。 . 数据是通过五位高中数学教师和一位系主任参与的焦点小组讨论、反思和观察会议收集的。教师们参加了一个关于 UDL 原则应用的小型研讨会，该研讨会旨在介绍和引导他们了解该方法。研究表明，MMR 可以通过提供多种理解选项来帮助指导灵活的数学应用题教学：语言选项、数学表达式和符号选项，以及感知选项。研究结果建议教师需要通过考虑应用 MMR 原则来指导和促进数学应用题的灵活教学来调整教学。语言、数学表达式和符号的选项，以及感知选项。研究结果建议教师需要通过考虑应用 MMR 原则来指导和促进数学应用题的灵活教学来调整教学。语言、数学表达式和符号的选项，以及感知选项。研究结果建议教师需要通过考虑应用 MMR 原则来指导和促进数学应用题的灵活教学来调整教学。