Diversity must be considered as an opportunity and as one of the main challenges of the twenty-first century in the field of mathematics education. This requires a solid training of mathematics teachers, both pre-service and in-service, to enable them to generate and manage inclusive environments. Such a training cannot be delegated exclusively to mathematics educators, the participation of many other agents through properly designed and managed dialogic learning environments being essential. This chapter shows the results emerging from a Delphi approach under an interpretative paradigm, focused on the potentialities and limitations of social media for training primary mathematics teachers concerning inclusive mathematics education when considering dialogic learning environments. The seven fundamental principles of this type of learning (transformation, egalitarian dialogue, cultural intelligence, instrumental dimension, creation of meaning, solidarity, and equality of differences) are established as the axes of the analysis.