Mathematics Education in Special and Inclusive Settings: Research and Practice

Dear Colleagues,

This Special Issue, “Mathematics Education in Special and Inclusive Settings: Research and Practice”, aims to explore current perspectives, challenges, and innovative approaches in mathematics teaching and learning for students with diverse educational needs. It seeks to bring together empirical studies, theoretical analyses, and practical applications that address the complexity of supporting learners with disabilities, learning difficulties, or other barriers to mathematical understanding. We welcome contributions that investigate inclusive pedagogical practices, differentiated instruction, assessment strategies, use of assistive and digital technologies, teacher education, and policy implications related to mathematics learning in special and inclusive education contexts. Studies focusing on collaboration between typical and special educators, classroom interventions, or cross-cultural perspectives on inclusive mathematics education are particularly encouraged. By combining research and practice, this Special Issue aims to foster dialogue among scholars, educators, and policymakers, and to promote evidence-based strategies that enhance equity, accessibility, and participation in mathematics education for all learners. More specifically, this Special Issue seeks to bridge research and practice by highlighting innovative instructional approaches, evidence-based interventions, and inclusive pedagogies that promote meaningful mathematical learning for all students. We encourage contributions that explore how teachers, schools, and education systems can create equitable opportunities for participation and achievement in mathematics. Topics of interest include, but are not limited to the following:

• Inclusive and differentiated instructional strategies in mathematics;
• Teaching practices supporting students with mathematics learning difficulties or disabilities;
• Teacher beliefs, attitudes, and professional development for inclusive mathematics education;
• Assessment practices and tools for diverse learners;
• Use of technology and assistive tools in mathematics learning;
• Collaboration between typical and special education teachers;
• Policy, curriculum design, and systemic approaches to inclusion in mathematics education;
• Home numeracy experiences/environments;
• Cross-cultural and comparative studies on inclusive mathematics practices.

Dr. Garyfalia Charitaki
Prof. Dr. Anastasia Alevriadou
Prof. Dr. Spyridon-Georgios Soulis
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 250 words) can be sent to the Editorial Office for assessment.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

• early numeracy
• mathematics vocabulary knowledge
• early numeracy interventions
• home-numeracy experiences
• new directions in measurement
• screening for early numeracy skill development
• systematic reviews/meta-analysis
• data science in mathematics education
• inclusive education
• special education