This article presents the collected output of the longitudinalMathematics Inclusion and Equity (MInE) project. Specifically, itreports on the third and final phase of the study, in which resultsfrom phases one and two were further explored. The project wasundertaken in close collaboration with teachers in two Swedishschools. The overall purpose was to promote equity and inclusionin mathematics teaching. In phase three of the study, key conclusionswere developed into a framework that allows for the contextualisa-tion of inclusion and equity in teaching. This contextualisation wasachieved by identifying specific ethical dilemmas that arise in teach-ing and the teachers’ corresponding professional judgements onhow to act. Importantly, the prerequisites for decision-makingneeded to be understood in relation to the level at which responsi-bilities and resources lay, i.e. at the school-, classroom- or individuallevel. A key outcome of the research is a framework that enablespolicy makers, teachers, and researchers to develop inclusion andequity as interrelated, fluid, and contextual pedagogical processes byaddressing school-, classroom- and individual levels.