Inclusive teaching for maths
Patrizia Sandri
A significant problem of research in inclusive education concerns teaching/learning situations when, in a heterogeneous class, there is a student with an intellectual deficit who cannot follow the standard curriculum. In this article some considerations are made, based on international and national research literature, in relation to the inclusive teaching of mathematics, with particular attention to the processes undertaken in upper secondary school. Flexible teaching that integrates different strategies seems to be the most effective method, but the need to activate further research is underlined, sharing the corpus of knowledge of mathematics teaching and special didactics for inclusion.
Keywords
Inclusive mathematics teaching, teaching strategies, intellectual disability, upper secondary school
