Abstract
<jats:p>This chapter examines how inclusive mathematics teaching should be structured from the voices of immigrant students. Data were collected from 34 immigrant middle school students selected through criterion sampling, using both an open-ended interview form and semi-structured interviews, and analyzed using directed content analysis. The analysis of the data resulted in a proposed A Layered Framework for Inclusive Mathematics Pedagogy that conceptualizes immigrant students' mathematical learning processes not merely as a cognitive transfer, but as a multidimensional paradigm integrating ontological, psychological, and socio-cultural dimensions. Representing a vertical epistemological ascent, this conceptual framework consists of three progressive phases and four layers of fragmented integration: familiarity, scaffolding, and socialization. The framework consists of ontological-epistemic layers (Layer 1), mitigating psychological issues that comes into play during the transition phase (Layer 2), contextualized didactic orientation (Layer 3), and socio-cognitive realization (Layer 4).</jats:p>