The pursuit of inclusion and equity in mathematics education is a multifaceted and complex endeavor fraught with intricate processes and a multilayered challenge (Kollosche et al., 2019). The strive towards inclusion and equity is highly present in policy and practice in many national educational curricula. At the same time, this goal is beset with dilemmas that permeate the mission of mathematics education to ensure equity and inclusion for all learners (Tan et al., 2019). Fundamental questions concerning the opportunities provided by teaching to access learning, is at the heart of this matter (Au, 2008; Peters & Oliver, 2009). This teaching deals with instantaneous moments where complex processes and multitudinous challenges appear (Kollosche et al., 2019). When being able to adress these challenges in the fluent, lived, and contextual teaching moments of inclusion and equity are facilitated (Roos & Bagger, 2021). Hence, the purpose of this paper is to elaborate on a theoretical model to facilitate inclusion and equity in the mathematics classroom. For this reason, the following research question have guided the work: What composes moments of inclusion and equity in the mathematics teaching in a diversity of classrooms and schools? Hence, the outcome of this paper is a model, which also is a first step into trying the model out by schools in the proceeding of the project.

Equity and inclusion in mathematics teaching

Teachers, schools, and school systems are grappling with how to secure inclusion of all students in learning and to stop the decrease in equity in mathematics between groups of learners. This decrease has been recorded in international and national evaluations, as for example PISA and TIMSS, and in Sweden, through national evaluations of school’s accountability in terms of learners results and equity. Due to this, inclusion and equity are core notions in teacher education and educational practice and there is abundance of research on inclusion and equity in the education and mathematics education research field (e.g., Zevenbergen et. al, 2002). Though, mathematics education research speaking of these core values often do it on a theoretical and philosophical level, leaving a gap in research on how to realize inclusion and equity (Roos, 2019). Common between these studies, which stem from very different perspectives and theoretical assumptions, is that it is crucial to improve the situation at hand, but also that it is not easily solved (e.g., Tan et al., 2022).  This is put at the fore even more when looking at students in need of special support for their learning, which can be illustrated by the risk portfolios generated by research from several research fields. In the cognitive sciences, mathematics education and special education, mathematical learning difficulties are in itself constructed as a risk (Niemenen et al., 2023). At the same time, national evaluations contribute with illustrations of the crucial and troublesome state of inclusion and equity. Nevertheless, these are not able to provide a consistent answer on how this lack of equity and inclusion can be resolved in the lived classroom (Bagger, 2017).

In the Nordic school systems, equity and inclusion in education is and has been a challenge (Frønes et al. 2020). In this, mathematics education has a special role due to the subjects governing dispositive, which label and marginalize students (Björklund, 2017). This is even more the case regarding students in need of special support, students with foreign background and boys in the Swedish setting, since on a group level these students do not reach goals. In the case regarding students in need of special support signs of structuralised marginalisation is apparent in reports from school agencies.

This paper draws on data from a two-year long and ethically approved field study with two participating compulsory schools in Sweden, the Mathematics is MInE (Mathematics education for Inclusion and Equity) project. The overall goal of the MInE project was to generate knowledge on, and develop principles for, supporting mathematics education in primary schools which facilitate equity and inclusion. We have defined inclusion and equity in mathematics teaching as: “teaching that contributes to student empowerment, and their ability and agency to learn through striving for every student’s opportunity to participate” (Bagger & Roos, 2023, p. 1). Hence, the study aims at levelling societal aspects of injustice through mathematics teaching, which represents a combination of societal and educational aspects which is largely lacking in research and education. In the MInE project, teaching regarding inclusion and equity has been systematically investigated and developed in close collaboration with teachers. The project builds on Ainscows (2020) framework for inclusion and equity in education systems. This means that school development lies at the core of analysis and that inclusion and equity are considered as principles promoting participation for all students. The principles are understood as overarching principles which governs administration, school development and community involvement (Ainscow, 2020). Also, this model relies on the use of evidence to work with development on these three areas in the organisation of education. We advocated the Inclusion Inquiry Approach (IAA) in the data collection (Messieu & Ainscow, 2021). Therefore, data consists of teachers’ experiences from moments of inclusion and equity in their teaching out from three aspects: reflections on teaching, learning from difference and the development of teaching. This was reflected on during focus group interviews, and the analysis was thematic and anchored in the theoretical framework. Earlier findings in the project display that teachers’ professional judgment and ethical dilemmas is the core in facilitating moments of equity and inclusion, and that these are highly interrelated. Above all, moments of inclusion and equity has been shown to hold tensions on three aspects. These aspects represent common dilemmas and teachers’ professional judgement to resolve these in order to facilitate inclusion and equity in their teaching: 1) The quandaries of managing diversity and dispensing justice. 2) The challenges of resource allocation and ensuring fairness. And 3) The complexities of upholding values while recognizing and embracing diversity (Roos & Bagger, in press).

Teachers’ experiences of moments of inclusion in their teaching overlapped with moments of equity, during which the focus shifted towards the teacher’s capacity or opportunity, in terms of organizational and administrative or communal routines and restrictions, to grant students access to learning. Teachers emphasized that to facilitate inclusion and equity, an attitude perquisite was to value diverse forms of knowledge and learners. Inclusion was trough this portrayed not only as a value and goal for education and schooling, but also as a practical endeavor. Both inclusion and equity relied on teachers: insights into each students’ individuality and learning needs and capacity to build trust and fostering relationships (see Bagger & Roos, 2023; Roos and Bagger, 2021; Roos & Bagger, in press). These earlier findings are seen in the light of Ainscows (2020) framework and have been elaborated on. We right now have developed a tentative model which will be further developed in close collaboration with teachers and schools. The core elements in this model, common dilemmas and professional judgement are to be understood as complex and interrelated. To facilitate inclusion or equity, both need to be considered and explored out from the various aspects in the model. In addition, there is a need to see how for example the diversified classroom (inclusion) relates to managing diversity and the dispense of justice. The professional judgment and ethical dilemmas being in center for school development and inclusion and equity in the teaching, has been elevated into a model for exploring and better understanding how inclusion and equity works at a classroom and school level. Core aspects of professional judgement are then closely intertwined with aspects of a differentiated classroom, visions and values, and an overall teaching approach to tailor teaching to students and a learning path that suits them.

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