Navigating Through Inclusiveness in Mathematics Education: Prospects, Priorities, Processes, and Problems

Introduction

First, we introduce the concept of inclusiveness in education. Second, we briefly outline inclusive education policies and practices in some countries as examples. Third, we present prospects of inclusive mathematics education. Fourth, we portray some priorities of inclusive mathematics education. Fifth, we demonstrate some processes of inclusiveness in mathematics education. Sixth, we argue on problems associated with inclusiveness in mathematics education. Finally, we discuss some implications of inclusiveness in mathematics education, followed by a conclusion and recommendation.

There is a widespread concern over inadequacies in the education system worldwide and the growing recognition of the critical role of basic and primary education for social progress (Ashman, 2015; United Nations, 2007; World Health Organization, 2011). The World Declaration on Education adopted by the World Conference on Education for All (1990) has proved helpful in designing and carrying out policies and strategies to improve essential education services that may guide toward achieving inclusiveness in mathematics education. Education is described as a social good (Ashman, 2015), and thus, everyone should be benefited from educational opportunities designed to meet their needs both academically and socially in inclusive mathematics education.

Inclusive education has been considered from three perspectives: educational philosophy, pedagogical process, and classroom practices (Clarke & Faragher, 2016). Based on the philosophy, it welcomes all people, as diverse as they are despite their abilities and other backgrounds. Through the process, it may include students academically as well as socially, and it is realized through inclusive classroom practices. When a mathematics class caters to students with different abilities, students are given a better chance to understand the topic, deepen their knowledge and see its' relevance in today's world as well as learn to make connections that are vital in this world. While inclusion is a wide term and can be used to describe or define any number of terms ranging from severe disabilities to different backgrounds, it can also be used to describe students who have specific learning difficulties in mathematics.

Inclusiveness is a philosophy of education based on the notion that everyone has the right to participate in classrooms and society fully, and this concept also applies to mathematics education. Here, the broad notion of inclusive education as creating an opportunity for all children to participate in neighborhood schools guided this discussion (Ainscow & Sandill, 2010). It is believed that the Salamanca Conference of 1994 on special needs education was a major international stage where strong arguments were advanced for the implementation of inclusive education in general (United Nations Educational, Scientific and Cultural Organization, 1994), and that prompted actions also in mathematics education. It allows those who would otherwise be excluded from educational experiences fundamental to every student's development to participate and learn based on equitable access to high-quality mathematics instruction and learning opportunities. Therefore, inclusive education seems to be an ongoing issue in many countries, be it underdeveloped, developing, or developed nations (Ainscow & Miles, 2009). Inclusiveness, in general, focuses on diversity in the classroom and the learning needs of students based on their diverse backgrounds, abilities, interests, and educational aspirations (Fragher et al., 2016). The World Declaration on Education for All (EFA) was adopted in 1990 with the principles of inclusive education with an emphasis on equity, access, opportunities, and capacities to guide special education policies and practices across the country (Suleymanov, 2015).