Beyond Uniformity: A Philosophical Inquiry into Inclusive Mathematics Education and Social Justice

Abstract

This study aims to explore the nature of the philosophy of inclusive education and its implications for mathematics learning. Using library research with a descriptive qualitative approach, data were collected through documentation techniques from reputable scientific literature and global policy documents such as UNESCO and the OECD. The results show that the philosophy of inclusion is grounded in the principles of equality and justice, which demands a paradigm shift from uniformity to flexibility in learning. The implementation of the Universal Design for Learning (UDL) framework is key to accessibility through varied material presentation. Mathematics teachers are transforming from single instructors to empathetic facilitators who differentiate instruction and create a safe environment. Furthermore, the evaluation system is shifting to authentic, adaptive, and process-oriented assessment. Despite challenges related to competency and resources, the use of technology and professional collaboration offer significant opportunities to realize mathematics as an instrument of social justice. It is recommended that teachers' pedagogical competencies be strengthened in differentiation strategies, along with school policies that support assessment flexibility to ensure mathematical literacy is equally accessible to all students