The Influence of the Mathematics Teacher’s Beliefs and Conceptions on the Development of Inclusive Teaching in Mathematics

Abstract

At a cultural level, there is a belief that the teaching of mathematics presents a particular complexity; such belief may boost that only some learners manage to achieve the learning objectives set in the classrooms; it could be even more challenging if many of those learners have learning difficulties. In this article, a theoretical review is carried out to identify the influence of the mathematics teacher’s beliefs and conceptions that prevent or enable an inclusion process associated with the development of mathematical knowledge. The result is a characterization of the inclusive teaching of mathematics based on an optimistic interpretation of the inclusion process, where progress is achieved in mathematics learning from strategies developments, renewed conceptions, and reflections that present a series of investigations.