Conceptual learning opportunities in teachers’ differentiated task designs for inclusive mathematics education

International audienceInclusive mathematics education creates new challenges to teachers, requiring additional knowledge and possibly changed classroom practices. One teaching job gaining importance is differentiating through task design, as teachers need to provide conceptually rich learning opportunities even to students with mathematical learning disabilities. However, more insight is needed into how teachers engage in this job. This study analyses teachers’ designed tasks during a professional development course to reconstruct their categories of differentiation for percentage problems. The observed teachers tend to differentiate in a way that excludes low-achieving students from conceptually rich learning opportunities on percentages. This can be explained by the differentiation strategy of splitting and partitioning teachers’ envisioned ideal-typical solution paths to percentage problems