Inclusive Mathematics Pedagogy: A Systematic Literature Review of Practices, Innovations, and Equity in Primary Schools

Inclusive mathematics pedagogy has gained prominence as educators work toward equitable learning environments accommodating diverse student needs. However, challenges remain in implementing inclusive strategies, utilising technological advancements, and ensuring equity. Based on the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework, this systematic literature review examines pedagogical practices, technological innovations, and equity in primary school mathematics education through an analysis of 22 studies from Scopus and Web of Science. Findings suggest that professional development programs focused on inclusion significantly enhance teaching methods and student outcomes. Moreover, virtual simulations and interactive platforms improve engagement and accessibility, particularly for students with special needs. Culturally responsive teaching and ethical decision-making are crucial in addressing inequities in mathematics education. Despite these advancements, policy constraints, instructional challenges, and limited resource accessibility impede widespread implementation. This study underscores the importance of a comprehensive approach integrating pedagogical strategies, technological tools, and social justice principles to strengthen inclusive mathematics education. The insights gained provide valuable guidance for educators, policymakers, and researchers in designing sustainable interventions that expand inclusive pedagogy in primary schools, ultimately fostering a more equitable and accessible learning experience for all students.