This chapter aims to reflect on how to promote inclusion and equity in mathematics education by moving from defining them theoretically and identifying critical aspects to using them practically in designing the education. In this chapter, inclusive and equitable education is understood as an education striving to provide every student an opportunity to take part in learning processes in mathematics. Theoretically, the chapter combines Ainscow’s (2020) framework for inclusion and equity with Skovsmose’s (2019) notions of inclusive landscapes of investigation to create a conceptual framework for promoting inclusion and equity in mathematics education. The results of the meta-analysis display seven interrelated critical aspects: seeing the students; developing and anchoring inclusion and equity principles; having supportive administration and organization; employing educational strategies; utilizing tasks; recognizing representations; and having collaborations and mathematical discussions. These aspects need to be considered in the implementation of an inclusive and equitable mathematics.