Towards an inclusive mathematics education for lower secondary education
Heidrun Demo, George Garzetti, George Santi, Giulia Tarini
In the article some preliminary results of the interdisciplinary research project (OPEN-MATH) are presented. The project aims to contribute to inclusive mathematics education by integrating the concept of differentiation, developed within special pedagogy and didactics, and the theory of objectification, a strand of mathematics education. Specifically, the integration of the two theoretical perspectives and a coherent lesson plan, the Open Activity Theory Lesson Plan (OATLP), will be presented here using conjecture mapping. By means of the conjecture map, it will be shown how teaching and learning methods that can be traced back to differentiation and the theory of objectivation contribute both to define the inclusive mathematics classroom on a theoretical level and to offer design tools for learning units that are sensitive to everyone’s learning characteristics.
Keywords
Inclusive education, Inclusive classroom, Mathematics education, Theory of objectification, Differentiated classroom.
