An Ideological Perspective on Inclusive Mathematics Education for All Students

Abstract

Every single child is a mathematician and possesses the capability to grasp mathematical ideas from the beginning of life. Students’ performance in mathematics continues to be a focus of educational research globally. Despite curricular reforms promoting inclusivity, disparities in performance, attitudes, and dispositions remain, highlighting the need to consider factors influencing mathematical learning for all students. This paper provides a narrative review of the literature on inclusive mathematics education (IME) from an ideological perspective that explores growth and fixed mindset, mathematics anxiety, and school structure. There is reference to the Irish context and its pedagogical implications from this ideological perspective, highlighting gaps in the literature and offering guidance for future research and strategies to support inclusive teaching practices for teachers and school leaders.