<![CDATA[Abstract: This study aims to analyze variations in mathematics learning management practices in inclusive education across two inclusive Islamic elementary schools in Indonesia. The research was conducted at two inclusive madrasahs, namely Madrasah Ibtidaiyah Terpadu Ar-Roihan Lawang Malang and Madrasah Ibtidaiyah Muhammadiyah Program Khusus Kartasura. A qualitative multi-site study was conducted. Data were collected through observations, semi-structured interviews, and documentation involving principals, classroom teachers responsible for mathematics instruction, shadow teachers, inclusion coordinators, and parents. The data were analyzed through within-site and cross-site analysis to identify patterns and variations in mathematics learning management practices, while trustworthiness was ensured through source and technique triangulation. The findings reveal that mathematics learning management practices varied across three dimensions: planning, implementation, and evaluation. Planning practices differed in the mechanisms for developing Individualized Education Programs (IEPs), curriculum adaptation, and coordination between classroom teachers and shadow teachers. Implementation practices differed in classroom support patterns, instructional strategies, and the respective roles of classroom teachers and shadow teachers in providing individualized assistance to students with special educational needs. Evaluation practices differed in assessment procedures, reporting mechanisms, and the use of students’ individual learning progress as the basis for evaluation. Cross-site analysis indicates that these variations are influenced by school characteristics, school policies, coordination between classroom teachers and shadow teachers, and the diverse learning needs of students with special educational needs. This study contributes empirical evidence to the literature on contextualized mathematics learning management by demonstrating that its implementation is context-dependent and shaped by school characteristics, collaborative practices, and students' diverse learning needs. Keywords: inclusive education; mathematics learning management; multi-site study; special educational needs]]>
