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In this article, two central sections develop an educational theme of great relevance linked to special educational needs and how these have been addressed since the incorporation of special education into the regular classroom. The arguments being connected and structuring this text explain foundations, concepts, experiences, and reflections on a case studied. The aim is to contrast theoretical principles and the classroom’s reality in relation to inclusive education and teaching practices, to finally give recommendations that favor the renewal of learning spaces and the inclusion of each student in math classes.

Didáctica e inclusión en las aulas de matemática. Análisis de un caso en Chile