Designing tasks for a more inclusive school mathematics

In this contribution to Theme A (tools and representations), we detail our approach to designing tasks to be incorporated into inclusive mathematics learning scenarios. These scenarios also involve tools created to represent mathematical knowledge in forms appropriable by students with sensory disabilities and which are developed to privilege multimodal experiences of mathematical objects, relationships and properties. We begin by introducing the theoretical influences which underpin the processes of task design and our attempts to take into consideration the complex relationships between artefacts, their mathematical affordances and the embodied practices they engender in the context of task resolution. We go on to outline the collaborative approach we adopt to simultaneously develop both tasks and tools, and how teachers, students and researchers bring different, complementary, expertise to this process. To further illustrate our approach, we consider two examples from our work with blind learners and deaf learners.