Vol. 15 No. 37 (2026): Inclusive Mathematics Education in Paraná: emerging perspectives, practices, and research

This dossier compiles expanded and visually enhanced works derived from discussions held at the Paraná Conference on Inclusive Mathematics Education (EPEMI 2025) in Cascavel, Paraná, Brazil. The papers address diverse perspectives on Inclusive Mathematics Education, encompassing its establishment as a field of inquiry, contemporary challenges in inclusion, deafness and access to mathematical knowledge, pedagogical practices, teacher training, technologies, educational resources, and Universal Design for Learning.

By articulating research and experiences developed across various educational contexts, this dossier aims to contribute to the strengthening of Inclusive Mathematics Education and the production of knowledge that supports new investigations, training processes, and pedagogical practices committed to inclusion and the participation of every student.