Abstract
The present study focused on inclusive mathematics education in classroom practice. Inclusive mathematics education creates new challenges for teachers, requiring additional knowledge and possibly changed classroom practices. One teaching job gaining importance is differentiating through task design, as teachers need to provide conceptually rich learning opportunities even to students with mathematical learning disabilities. This paper investigates the ways teachers engage with inclusive mathematics in their classrooms. The main purpose of this study was to explore inclusive mathematics education in classroom practice. The methodology of the study is qualitative. This study employed international and national journals, library consultation, expert opinion, online journals, periodicals, newspapers, and documents.
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