The use of social robots in educational settings can enhance inclusive learning and students’ engagement. The aim of this study is to assess students’ experience with the social robot Pepper. It was used as an educational tool in a mathematics storytelling activity designed according to the first principle of Universal Design for Learning (UDL) and embedded with AIED technologies. The analysis of answers to the Robot Acceptance Questionnaire (RAQ) shows that students accept the use of Pepper, which is considered friendly, and easy to use. Pepper’s ability to express itself clearly and to provide immediate, and personalized feedback has created an engaging learning environment, thereby minimizing the negative feelings that are associated in mathematics. The study thus highlights Pepper’s acceptance and efficacy as an inclusive educational technology capable of making mathematics learning more inclusive.