Abstract

This research describes the beliefs of school principals, mathematics teachers and special education teachers regarding diversity in students, as well the instructional practices they apply to promote inclusion in public schools in Santiago. We conclude that principals and teachers have five perspectives about inclusion (integration, theoretical, social, practical and pedagogical). Moreover, teachers with a practical /pedagogical perspective tend to: provide more emotional support to their students, incorporate cultural aspects of students in math tasks, promote different strategies for solving math problems, and collaborate more with special education teachers to prepare math lessons.