[1] These didactic units, suitably studied and structured, lay emphasis on the diversification of learning instruments and on the enhancement of autonomous rational capabilities, which however are equivalent in their effectiveness as far as the formation of individual personality is concerned.

Further confirmation of the fact that "diversity" and the consequent need of didactic diversification represent a precious value.

Broadly speaking, "diversity" is a "broader" concept than "normality", even in the sense (again!) of diversification. If it is difficult to try to structure a didactic framework on the huge pack of individual microcharacteristics that belong to "normality" (which has already required centuries of sedimentation in the history of didactics, not only of mathematics), we can easily imagine what a lot of possible variants can exist in the microchanges in each of them.

The only "H.C.F." between "normal" and "different" people is often represented by "simple" things.