Exploring Ways to Design Mathematics Education Promoting Inclusion and Equity for Every Student

Abstract

The aim of this chapter is to reflect on how inclusion and equity can be used when moving from defining them theoretically and identifying critical aspects, into using them practically in designing mathematics education. In this chapter inclusive and equitable education is understood as an education striving for every student's opportunity to take part in learning processes in mathematics. Theoretically Ainscows' framework for inclusion and equity is combined with Skovsmoses' notions regarding inclusive landscape of investigation. This combination is done to create a conceptual framework for promotion of inclusion and equity in mathematics education. The result of the meta-analysis displays seven interrelated critical aspects: see the students; develop and anchor inclusion and equity principles; supportive administration and organization; educational strategies; tasks; representations; collaborations and mathematical discussions. These aspects need to be considered in the implementation of inclusive and equitable mathematics.