In this article, a systematic and integrative review is presented, investigating Brazilian studies on the utilization of Universal Design for Learning (UDL) in Elementary Education, with an emphasis on inclusion and mathematical didactic practices, from 2018 to 2022. The findings were analyzed and synthesized, deepening the understanding in this research area. The importance of developing inclusive didactic practices and using accessible resources as essential strategies to ensure access to mathematical knowledge and provide equitable and affective education is highlighted. Considering the scarcity of studies focused on the proposed objective, it underscores the need for comprehensive research on the implementation of UDL in mathematics education to promote the inclusion of each student.

Universal design for learning; Mathematics, Didactic practices, Inclusion, Integrative systematic review.