How the representations take on a key role in an inclusive educational sequence concerning fraction

The design analysis of an inclusive educational sequence concerning the teaching and learning of fractions (Robotti, et al., 2015) is the focus of this work. Referring to the principles of Universal Design for Learning, developed by the Centre for Applied Special Technology to reduce barriers in learning, we analyse the design of the educational sequence focussing on fractions and devoted to classes where students with certifications of mathematical learning disabilities (MLD) were present. From the point of view of mathematics education, we refer to the theory of semiotic mediation (Bartolini-Bussi, Mariotti, 1998) in order to clarify the cognitive role of artefacts taken into account in class activities. In particular, the use of artefacts to solve tasks produces representations that contribute to develop of mathematical meanings aimed in the teaching activity.