InMath - early results of the trial of accessible and inclusive problem-solving activities for intellectual disabilities

InMath project has been designed to facilitate access to mathematical problem-solving (M-PS) activities for primary school pupils with intellectual disabilities (IDs) by developing accessible teaching proposals. PS is a central element of mathematical competence and a key competence for participation in contemporary digital societies, supporting autonomy, self-determination and active citizenship. Despite its importance, encouraging M-PS activities among pupils with IDs is a challenging task for teachers, and there is limited research on this topic. Notwithstanding the heterogeneity of cognitive and adaptive profiles among people with IDs, certain typical characteristics of their functioning - lack of abstraction, rigid thinking and difficulties with executive functions - can affect competence development. Furthermore, contexts, materials and teachers themselves are often ill-equipped to address the specific needs of these students. InMath adopts an Educational Design Research approach, within a multiple comparative case study, involving 7 primary school classroom (132 pupils, 7 with mild IDs). InMath consists of: 1) systematic review and interviews; 2) observation of school contexts; 3) design and initial testing of M-PS teaching proposals and related materials, developed starting from the learning characteristics of pupils with IDs and implemented with the whole class; 4) initial analysis of outcomes; 5) redesign and second testing, focused exclusively on pupils with IDs; 6) analysis and dissemination of results. A theoretical framework on M-PS and IDs has been identified and defined; moreover, an innovative teaching kit is to be developed, accompanied by operational guidelines and illustrative examples, with the aim of supporting teachers in designing M-PS activities for pupils with IDs. The aim of this contribution is to understand whether (RQ1) and how (RQ2) PS-M activities can be designed and implemented that are accessible to all students, including those with IDs. It focuses on the results of the first experimental activities (phases 3-4), which were intended for the whole class and developed based on data collected in phases 1-2. These activities revealed high levels of engagement, active participation and motivation among all pupils through specially designed observation rubrics, as well as the activation of M-PS strategies among pupils with IDs. The decision to structure the proposals in a gradual and modular way, according to the “low floor, high ceiling” approach, while enhancing the narrative and playful dimension, proved effective in responding to the educational needs of each pupil. Nevertheless, these preliminary results emphasise the necessity of further analysing the effectiveness of the adopted adaptations - such as the use of concrete materials, simplified language and dynamic assessment - in facilitating access to and promoting M-PS among pupils with IDs. In consideration of this necessity, phase 5 of the project concentrated on pupils with IDs to observe their learning processes in greater detail and clarify which strategies are most effective in these specific cases.