One of the most important challenges in (mathematics) education is to consider the individual variability of students in a class group and their different educational needs to foster inclusive, equitable and ambitious education. A crucial aspect is the teachers’ professional development in order to enhance skills in designing accessible and inclusive educational activities. In this perspective, we designed a didactic activity for prospective specialized teachers, as part of the “TFA Sostegno” course (a.y. 2021/2022), at the University of Molise, aimed at developing skills in designing inclusive environments in mathematics. Participants were asked to design “inclusive striped problems”, that is, story‐problems designed in accordance with both Zan’s Context and Question model and the first principle of Universal Design for Learning. Analysis of the answers to a questionnaire administered at the end of the didactic activity seems to show that the proposed activity was perceived by the participants as innovative in mathematics and able to foster accessibility to mathematical content from an inclusive perspective.
Designing inclusive story‐problems for accessible mathematics: the teacher as “designer”
Umberto Dello Iacono
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2023
Abstract
One of the most important challenges in (mathematics) education is to consider the individual variability of students in a class group and their different educational needs to foster inclusive, equitable and ambitious education. A crucial aspect is the teachers’ professional development in order to enhance skills in designing accessible and inclusive educational activities. In this perspective, we designed a didactic activity for prospective specialized teachers, as part of the “TFA Sostegno” course (a.y. 2021/2022), at the University of Molise, aimed at developing skills in designing inclusive environments in mathematics. Participants were asked to design “inclusive striped problems”, that is, story‐problems designed in accordance with both Zan’s Context and Question model and the first principle of Universal Design for Learning. Analysis of the answers to a questionnaire administered at the end of the didactic activity seems to show that the proposed activity was perceived by the participants as innovative in mathematics and able to foster accessibility to mathematical content from an inclusive perspective.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
