Designing inclusive educational activities: an example on fractions

Abstract

This article reports about various studies on learning difficulties in mathematics and, in particular, on difficulties related to learning
fractions, especially by students with learning difficulties. The authors, together with the Istituto Provinciale per la Ricerca e la Sperimentazione Educativa (IPRASE), have recently undertaken the project “Didattica della Matematica Inclusiva” (Didactics of
Inclusive Mathematics), with the aim of developing wide-ranging good teaching practices, i.e. class activities that are inclusive and that promote the development of mathematical meanings by all students. In the light of the literature presented, the authors outline the main steps in a process of teaching fractions that will be proposed starting from the current school year in the classes participating in this project.