Progettare attività didattiche inclusive: un esempio di percorso sulle frazioni

This article reports various studies on learn- ing difficulties in mathematics and, in particu- lar, on difficulties related to learning fractions, especially by students with learning difficul- ties. The authors, together with Istituto Pro- vinciale per la Ricerca e la Sperimentazione Educativa (IPRASE), have recently under- taken the project “Didattica della Matematica Inclusiva” (Didactics of Inclusive Mathemat- ics), with the aim of developing wide-ranging good teaching practices, i.e. class activities that are inclusive and that promote the devel- opment of mathematical meanings by all stu- dents. In the light of the literature presented, the authors outline the main steps in the frac- tions teaching process that will be proposed starting from the current school year in the classes participating in this project.