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There is an ongoing debate on issues of inclusiveness in mathematics education. This chapter highlights the issues of inclusiveness in mathematics education at all levels within four broad dimensions: prospects, priorities, processes, and problems. The prospects of inclusiveness focus on policies and practices that emphasize inclusiveness in mathematics education. The priorities of inclusiveness emphasize the necessity of this dimension from theoretical and practical aspects. The processes of inclusiveness explore the critical areas of concern that educational institutions and practitioners in the classrooms need to implement to ascertain the values and principles of inclusive teaching and learning of mathematics. There are problems with challenges and obstacles to implementing inclusiveness in mathematics teaching and learning. The authors drew upon these four key dimensions to discuss the practical implications of inclusivity in mathematics education.