This Systematic Literature Review (SLR) was produced using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) with the aim of analyzing the teaching competency skills of Mathematics teachers for inclusive education in primary schools. An extended search was conducted using two highly indexed databases, Scopus and Web of Science (WoS), to obtain articles from the year 2020 to 2024. A total of 255 articles containing the keywords teacher competence, mathematics, and inclusive were found, but only 10 articles were identified as meeting the criteria for this study. There are 2 research questions in this study, namely what are the characteristics of empirical studies to identify the competencies needed by a teacher and what competencies are required by a Mathematics teacher for inclusive education in primary schools. There are 9 countries that have studied the teaching competencies of teachers and the teaching of Mathematics teachers for inclusive education in the past 5 years of research. The main themes of Mathematics teachers' teaching competencies in inclusive education for this SLR are pedagogical skills, knowledge levels, and classroom management in an inclusive environment. The results of this study can help researchers identify the teaching competencies required by Mathematics teachers in inclusive education at the primary school level.