Mathematics Education and Universal Design for Learning: Systematic Literature Review with Textual Statistical Analysis

Abstract

Inclusive Mathematics Education has become established as an agenda and field of study, and Universal Design for Learning (UDL) constitutes a theoretical-methodological repertoire that contributes to this field by anticipating accessibility conditions and being oriented toward human variability. This research aims to investigate how UDL has been discursively constructed, operationalized, and challenged in research on inclusive practices in mathematics education, based on articles published between 2020 and 2025 in the CAPES Periodicals Portal and SciELO. A qualitative approach was adopted, articulating a Systematic Literature Review and Textual Statistical Analysis with the IRaMuTeQ software. The resulting portfolio comprises 27 articles, distributed into three thematic groups: pedagogical practices in Basic Education, initial and continuing teacher training, and instructional and didactic materials. Textual Statistical Analysis highlights the centrality of pedagogical planning and flexible curriculum, as well as gaps in the exploration of dimensions associated with the intersectionalities of human variability.