Opportunities to Respond (OTR) in Math
Opportunities to Respond (OTR) refers to research-based, effective practices that educators can use to encourage students to participate actively in the learning process. In K-12 mathematics, OTR can enhance student engagement, understanding, and retention of mathematical concepts.
Tools and Resources
- Opportunities to Respond Tip Sheet
- Measuring Opportunities to Respond
- Make Mathematics Instruction Accessible and Engaging for all Students
- Math | Alt+Shift
- NCTM and CEC Position Statement on Teaching Mathematics to Students with Disabilities
- UDL Lesson Plan Makeovers: Math Lessons (+ Math Resource Download)
- IRIS Center: Opportunities to Respond
Key Takeaways
- Embed OTRs intentionally in lesson plans.
- Vary response types to suit different learning styles.
- Collect data to monitor engagement and set OTR goals.
- Foster a classroom culture that encourages students to interact, question, and explain their thoughts.
References
National Council of Teachers of Mathematics (NCTM) and Council for Exceptional Children (CEC). (2024). The NCTM and CEC position statements on teaching mathematics to students with disabilities. Retrieved from: https://exceptionalchildren.org/sites/default/files/2024-12/NCTM%20CEC%20Disabilities%20Pos%20Statement%20v1.pdf
Kurth, J. A., Lockman Turner, E., Zagona, A. L., Kim, G., & Loyless, R. (2025). Experiences of elementary students with complex support needs in segregated special education classrooms: A mixed methods study. Research and Practice for Persons with Severe Disabilities, 50(1), 66-83. https://doi.org/10.1177/15407969241267283
Michigan Department of Education Office of Special Education. (2025). Least Restrictive Environment (LRE) Continuum. https://www.michigan.gov/mde/-/media/Project/Websites/mde/specialeducation/iep/LRE_Continuum.pdf
Special Connections (2025). Concrete-to-Representational-to-Abstract Instruction. University of Kansas, Department of Special Education. Concrete-to-Representational-to-Abstract Instruction | Special Connections
U.S. Department of Education, Office of Special Education and Rehabilitative Services, and Office of Elementary and Secondary Education (2025). Building and Sustaining Inclusive Educational Practices: Aligned with the Elementary and Secondary Act of 1965 (ESA) and Part B of the Individuals with Disabilities Education Act (IDEA). https://sites.ed.gov/idea/files/Inclusive-Educational-Practices-Guidance-01-16-2025.pdf
START presents these resources for informational purposes only; no endorsement or recommendation is expressed or implied. Any use of these materials must be premised on the user's own professional judgment as to the appropriateness for their district, community, and student(s), and be undertaken in accordance with all applicable district policy.