![]() Only studies in English or the Scandinavian languages were selected, as I am fluent in those languages. One criterion was that the studies connected inclusion to mathematics education and school. In this literature review, various criteria were used for selecting studies to review. How is the notion of inclusion operationalised and used in mathematics education research? What different meanings are ascribed to the notion of inclusion in mathematics education research? The following research questions will be addressed: Hence, the aim is to investigate discourses of inclusion in mathematics education research to illustrate its meanings and operationalisation. Much research focuses on inclusion in general education, and this article strives to add to this knowledge through a literature review on inclusion in mathematics education. And do these uses relate to each other? This article seeks to provide answers to these queries. This dual use of the notion raises questions about what happens when the same term is used to describe both a way of taking part in society and a way of teaching in mathematics classrooms. The term can also describe a way of teaching, in which all students are taught in a regular classroom (e.g., Cornwall & Graham-Matheson, 2012). One way to use the term inclusion is to describe what it means to be included in a society, as well as why it is crucial (UNESCO, 2009). Because of this, it becomes important to investigate definitions and ways of using inclusion in research. ![]() The reason for this gap might be the lack of a conceptual platform for inclusive education (Figureiras, Healy, & Skovsmose, 2016). Even here, the manifestation of inclusion in mathematics education is dealt with implicitly, foregrounding related notions such as equity (Hand, 2012 Lambert, 2015 Straehler-Pohl, Fernández, Gellert, & Figueiras, 2014) and participation (Foyn, Solomon, & Braathe, 2018 Ing et al., 2015). The question of inclusion has also received attention in various ESM papers. However, these overviews deal with the manifestation of inclusion more or less implicitly, and none of them explicitly focuses on its definition or role in mathematics education research. Three recent research overviews on SEN in mathematics (SEM) and inclusion in mathematics (Lewis & Fisher, 2016 Secher Schmidt, 2015, 2016) indicate a research interest in inclusion connected to mathematics education. In mathematics education, the notion of inclusion is used in curriculum documents, in research and among teachers (e.g., Askew, 2015 Solomon, 2009). In the educational context, which is the focus of this article, the notion of inclusive education (e.g., Armstrong, Armstrong & Spandagou, 2010) is sometimes used to promote support for diversity and equality, but it can also be used to describe a way of teaching children in special educational needs (SEN) (Ainscow, Booth, Dyson, & Farrell, 2006 Sheehy et al., 2009). ![]() According to Artiles, Kozleski, Dorn, and Christensen ( 2006), the absence of an agreed definition is based on differences of perspective and context in research on inclusion, which can be seen in the coverage of ethnic, social and special educational issues (Nilholm, 2007). Although the notion of inclusion has received increasing attention in educational research in the last few decades, there is no agreed definition for it (Graham-Matheson, 2012), either for what it is or what it is needed for. This research investigates the notion of inclusion and its definition and role in the field of mathematics education in an effort to help promote the sustainable development of inclusion in this field. Based on the literature review, if sustainable development of inclusion in mathematics education is to be promoted, scholars need to connect and interrelate the operationalisation and meanings of inclusion in both society and in mathematics classrooms, and take students’ voices into consideration in research. When the notion of inclusion is used as an ideology, the most extensive discourse concerns equity in mathematics education when it is used as a way of teaching, the most extensive discourse relates to teaching interventions for mathematical engagement. When inclusion is treated as an ideology, values are articulated when treated as a way of teaching, interventions are brought to the fore. The results show that the term inclusion is used both for an ideology and a way of teaching, and these two uses are most often treated separately and independently of each other. Discourse analysis was used to analyse 76 studies published between 20. This literature review focuses on the definitions and roles of inclusion in the field of mathematics education to help promote the sustainable development of inclusion in the discipline.
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