A typology for inclusive mathematics education practices

Abstract This paper examines Inclusive Mathematics Education (IME) practices for students with Special Educational Needs (SEN) in upper primary and lower post‐primary settings. In response to the absence of shared conceptualisations of SEN and IME, the study adopts a conceptual research design and develops a typology grounded in analysis of existing literature. The aim was to categorise dominant forms of IME practice and to examine the SEN and inclusion contexts within which these practices are positioned. The analysis identified three principal approaches to SEN: General SEN, Specific SEN and Unidentified SEN. Two perspectives on inclusion were also identified, defined as Broad and Narrow. Across the reviewed studies, four dominant types of IME practice emerged: Teaching for Understanding, Constructivist Teaching, Differentiated Instruction and Teaching for Procedural Fluency. Each type comprised associated variants. This typology provides a foundational framework for conceptualising IME practice and highlights areas for further refinement, particularly where practices overlap or are multi‐typed.