This paper explores the pupils’ perspective of teaching Math in an innovative, inclusive, intercultural learning environment developing educational differentiation to promote innovative differentiation and inclusion for pupils ‘in learning difficulties’from the learners perspective. The study will draw upon European projects about enhancing the teaching of mathematics to children in learning difficulties as well as a Danish study organized by The Ministry of Education focusing on Math and inclusion from the learner’s perspective. One may ask why  it is important for students  in  mathematical difficulties have to work with fractions ?
One answer to this question could be. There seems to be scientific evidence that working with fractions generally supports student learning in mathematics. Siegler et. al. (2012) justifies work with fractions as follows: ”Elementary school students’ knowledge of fractions and division uniquely predicts their high school mathematics achievement, even after controlling for a wide range of relevant variables, suggesting that efforts to improve mathematics education should focus on improving students’ learning in those areas.”.
Differerentiated teaching can be defined as a principle of learning based on cooperation. This includes students' different assumptions, potentials and motives in order to reach general as well as individual goals. By differentiation associated social situations on the class in lesson planning and implementation. This differs from individualized instruction . The teaching is based on a problem-based and investigative methods , which contains three main elements: Introduction , exploration and reflection, and the mathematical competences and mathematical  points sets the framework for lesson planning and execution. Our work focuses mainly on the following competencies: Students ' Thinking Competence, which focuses on that they formulate and ask questions that are characteristic of mathematics, as well as understand and handle mathematical concepts and generalize mathematical results and students' communication competence , which focuses on the conversations clay and mathematics on the basis of mathematical reasoning ( thinking skills) . There are a number of other skills into play , such as problem solving competences . It focuses on Thinking Competence and Communication Competence , because the tasks and work that incorporates these skills that support students' mathematical thinking and their ability to articulate this thinking, which in this process form the basis for a differentiated instruction . It is important that students master it to formulate against their understandings , if it must be possible for teachers to scaffold student learning. Said in other words, " Tell me what you understand, and I'll help you! "

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