Resources, developers curriculum curriculum, across assessment, The findings indicate the need

The gap

Evidence profile

Sourced from the recommendations and future work and limitations of the source papers, classified as general, drawn from work published between 2025 and 2026, spanning 3 journals. Those papers have been cited 11 times in total.

Supporting evidence — 3 representative gaps

• Culturally Responsive Pedagogy in Secondary Mathematics Education: Evidence from Zanzibar (2026) · East African Journal of Education Studies · doi

  resources, developers curriculum curriculum, across assessment, The findings indicate the need for coordinated interventions teacher and development, institutional support. Given the limited integration of cultural perspectives within the mathematics should curriculum, systematically incorporate culturally meaningful examples, local knowledge, community practices, and contextualised mathematical applications into curriculum content, instructional resources, and learning activities. Such integration should be explicit enough to guide teachers in connecting formal mathematical concepts with learners’ sociocultural experiences. for instruction. Pre-service continuing and The low level of classroom implementation further indicates a need to strengthen teachers’ practical competence in culturally responsive mathematics teacher professional education development should therefore emphasise practical strategies contextualising mathematical concepts, drawing on learners’ cultural and resources, linguistic culturally designing tasks, and promoting equitable meaningful classroom

  generalrecommendations
  Keywords: curriculum resources culturally mathematical need teacher development integration cultural mathematics meaningful teachers concepts learners classroom
• Strengthening Education Through Equitable and Inclusive Evidence-Based Teaching Practices: A Scoping Review (2025) · Education Sciences · cited 11× · doi

  5.1. Implications for Practice, Policy, and Funding The current body of knowledge points to salient implications for educators, funders, and policymakers. While many EBPs were identified across HLP categories, several EBPs show promise in classrooms with diverse students. Namely, CRA frameworks and sys- tematic instruction approaches were examined in multiple studies and have consistently demonstrated significant improvements in math performance across grade levels, as well as improvement in reading, literacy, and science for systematic instruction when it is paired with another approach (Mims et al., 2018; Smith et al., 2013). Moreover, when sys- tematic instruction is combined with another instructional approach, such as culturally relevant or culture-based educational approaches, it has demonstrated benefits for stu- dents in math. Educators and practitioners may consider implementing these approaches in their classrooms or school, particularly for math or science. These culturally relevant approaches are particularly salient as an equitable classroom can be a haven for students with marginalized identities. Anticipating and incorporating diverse and intersecting identities in education supports the growth of all students, as implementing culturally relevant HLPs and EBPs can benefit students with and without marginalized identities (McLeskey et al., 2017). In addition to utilizing EBPs, educators need to engage in reflective practice and crit- ically examine which students have access to and are benefiting from the use of effective teaching practices. As part of this critical examination, the determination of contributing factors or root causes is necessary to address gaps within teacher use as well as enabling system mechanisms. Preparation programs, as well as in-service professional learning programs in both general and special education, need to be modified to include an explicit focus not only on these effective practices but also on the adaptation of them to be cultur- ally responsive, authentic, and meet the needs of specific student populations. For policy- makers, policy needs to be informed not only by empirical evidence but also by experi- ence. The examination of feedback loops between policymakers and practitioners needs to be critically considered to ensure that the voices of those with lived experiences can be heard. For example, are strategies that address power differentials being deployed when holding community forums within historically marginalized communities? Funders, in- cluding federal, state, and philanthropic, can incentivize the use of effective teaching prac- tices by stipulating the use and measurement of them within requests for proposals, in- cluding plans outlining the steps to be taken to ensure effective adaptation for historically marginalized groups of students. 5.2. Limitations and Implications for Research This scoping review has several limitat

  generalfuture work
  Keywords: students ective ebps approaches marginalized implications policy educators instruction math well culturally relevant bene identities
• ‘Nobody is prioritised; they are all prioritised’: Teachers’ application and conceptualisation of Universal Design for Learning in inclusive mathematical learning environments (2026) · Learning Environments Research · doi

  Several limitations are acknowledged. These limitations relate to the small sample size, the diversity of the contexts represented and the nature of participants’ self-reported UDL practices. The study involved three teachers from three Australian states and education sys- tems. While this diversity offered a broad view of practices across varied contexts, it also limited the ability to draw generalisable conclusions. Differences in system-level policies and school-based expectations may have influenced the teachers’ interpretations and enact- ments of UDL. With such a small sample, individual pedagogical philosophies or school cultures may have had a disproportionate influence on the findings. A further limitation lies in the reliance on teachers’ self-identification of using UDL in mathematics. Participants volunteered or agreed to participate on the basis that they believed that their practice aligned with UDL principles. However, self-reporting does not always reflect actual practice. Teachers may hold differing understandings of what consti- tutes UDL or may overestimate the degree to which their teaching aligns with inclusive, proactive design. As a result, the study may reflect teachers’ perceptions of UDL more than be a verified measure of UDL implementation. Future research using larger, more diverse samples; triangulated observations; and explicit use of UDL frameworks could strengthen understanding of how UDL is interpreted and enacted in mathematics education. Last, Learning Environments Research (2026) 29:25 Page 19 of 23 25 conclusions regarding student experiences are inferred from teacher reports rather than direct student data, highlighting the need for future learning environments research that includes student-reported measures alongside teacher perspectives. Several contextual constraints identified by participants also reflect broader systemic factors shaping inclusive practice in secondary mathematics. Teachers described large class sizes, curriculum pacing expectations and high-stakes assessment requirements as influenc- ing the extent to which UDL-informed approaches could be enacted. These constraints are not solely matters of individual teacher practice but are embedded within institutional and policy environments that prioritise coverage and standardised assessment. As such, while teachers demonstrated a strong commitment to inclusive pedagogies, the sustainability and scalability of these approaches may depend on structural supports, including curriculum flexibility, assessment reform and access to professional learning that supports inclusive instructional design.

  generallimitationsevidence 5/5
  Keywords: teachers practice inclusive participants self mathematics reflect learning environments student teacher assessment several limitations small

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