Abstract

In Chile, inclusive education plays a fundamental role in educational classrooms. Within this context, inclusive mathematics education has become a relevant topic. This study focuses on exploring the experiences of novice mathematics teachers in relation to their inclusive mathematics education practices within the school context and the framework that regulates inclusive education in the country. Using a qualitative approach, we seek to unveil the experiences of novice teachers in inclusive mathematics education. The results reveal that most of these teachers possess a solid understanding of inclusive education, largely attributable to their initial training. However, the practices and strategies they implement tend to be focused on the classroom and personal experiences, revealing a limited focus on inclusion. This study highlights the need for a more holistic approach to inclusive mathematics education that goes beyond experience and encompasses aspects such as collaborative work and the educational context. Understanding the experiences and challenges of novice teachers in this field is essential to improve the implementation of inclusive education both in Chile and in other countries.