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The Common Core State Standards articulate expectations for student participation in mathematical reasoning, sense making, and discussion. Yet little to no research explores the participation of students with autism in these practices. Drawing on neurodiversity and situated sociocultural theory, this article offers a case study of the mathematics engagement of Oscar, a fifth-grade student with autism, over the duration of 1 school year. Using field notes, videotapes of classroom interactions, student work, and teacher and student interviews, we examined the influence of the classroom activity system on this student's participation in mathematical reasoning and discourse before and after a classroom intervention targeted to improve student engagement by making participation norms more explicit. Prior to the classroom intervention, Oscar did not participate verbally in small-group or whole-group mathematical discussion. After the classroom intervention, along with additional scaffolds such as increased peer accountability and collaborative strategy shares, Oscar increased his verbal and nonverbal participation in both small-and whole-group discussion. Through our year-long study, Oscar shifted from a student who did not speak in math class to one who explained his mathematical thinking in multiple contexts. We call for additional qualitative research in mathematics that seeks to understand the unique participation of students with autism, seeking understanding of how to better include these students in the Standards for Mathematical Practice. Educational Impact and Implications StatementUsing neurodiversity as a framework for disability, this case study focuses on one fifth-grade student with autism in an inclusive classroom, documenting his participation in mathematical reasoning and discourse before and after a classroom intervention. The intervention was designed to increase student participation in small-group discussion by making the norms of participation more explicit. While initially Oscar did not participate in whole-or small-group discussion, his participation increased after the intervention and use of additional scaffolds such as increased peer accountability and collaborative strategy shares. We call for additional qualitative research in mathematics that seeks to understand the unique participation of students with autism, seeking understanding of how to better include these students in the Standards for Mathematical Practice.

We challenge traditional models of individual differentiation and share design principles that broaden competence and participation for all students, including those with disabilities.

Anticipating and responding to learner variability can make using talk moves complex. The authors fuse Universal Design for Learning (UDL), differentiation, and talk moves into three key planning and pedagogy considerations.

Engagement in problem-solving and mathematical discussion is critical for learning mathematics. This research review describes a gap in the literature surrounding engagement of students with Learning Disabilities in standardsbased mathematical classrooms. Taking a sociocultural view of engagement as participation in mathematical practices, this review found that students with LD were supported towards equal engagement in standards-based mathematics through multi-modal curriculum, consistent routines for problem-solving, and teachers trained in Mathematical Knowledge for Teaching. Using this small set of studies (7), we identify the need to deepen the engagement of students with LD in mathematical problem-solving and discussion. This review concludes with implications for teaching and learning.