Tech-Driven Inclusion in Mathematics Education

Abstract

This chapter presents findings from a phenomenological study on the experiences of undergraduate students with technology-driven inclusion in mathematics education at Federal University Oye-Ekiti, Nigeria. Conducted in a context of weak infrastructure and inconsistent policy implementation, the study explored how students from underserved areas used digital tools to learn mathematics. Guided by the Universal Design for Learning (UDL) framework and an interpretivist paradigm, data were collected through semi-structured interviews with six students. Thematic analysis revealed that while tools like visual simulations aided understanding, barriers such as unreliable internet, inadequate support, and inflexible instruction limited inclusion. Students valued digital learning but reported exclusion when access was unequal or instruction was not tailored. The study highlights the need for targeted infrastructure investment, training in inclusive pedagogy, and flexible teaching approaches aligned with UDL to foster equitable mathematics education.