Inclusive mathematics education in the United States and Spain: a comparative qualitative study on policies, pedagogical practices and teacher training

Abstract

This study offers a comparative qualitative analysis of inclusive mathematics education in the United States and Spain, aiming to uncover similarities and differences between educational plans, teaching strategies, teacher training, and the experiences of key stakeholders in inclusion processes. The research was conducted over a year and a half using a qualitative design based on semi-structured interviews, classroom observations, document analysis, and focus groups with teachers, administrators, special education professionals, educational planners, students, and parents. The findings reveal that both countries have legal frameworks supporting inclusive education; however, a significant gap exists between these regulations and their implementation in classrooms. In the United States there was greater integration of Universal Design for Learning, diverse strategies, and available technologies; while in Spain, more traditional methodological approaches and less curricular flexibility were observed. Furthermore, both contexts revealed challenges in initial and ongoing teacher training for integrating mathematics and inclusive practices. The conclusion indicates that inclusive mathematics education needs to strengthen the link between educational policy, teacher professional development, and teaching strategies based on collaboration, flexibility in curriculum planning, and the active participation of students and parents.