ABSTRACT
This chapter explores issues of inclusion which aims to offer one support in helping all their learners to achieve their potential in mathematics. In an inclusive classroom all learners will be achieving to the best of their ability; and different learners may well excel in different areas of mathematics rather than individuals attaching labels of 'good at mathematics' to themselves. Professor Jo Boaler has researched the impact of setting by ability in English schools for many years. She suggests that this practice means that many learners spend much of their time in school being given low-level and uninteresting activities. The mathematics that teachers teach in schools is not value or culture free. Multicultural and anti-racist practice does not assume that any other practice is overtly racist; rather it acknowledges that the historical and social context in which their current system of schooling has developed may advantage some groups over others.
