Diversity-aware teaching of mathematics: an explorative study on pre-service teachers' views

International audiencePreparing future teachers to be aware of students' diversity and enabling them to teach responsively in order to create equal opportunities is considered an important part of teacher education. Realizing this for mathematics education is commonly associated to various approaches to promote equity. In this contribution, we focus on the innate views of pre-service teachers on diversity-aware teaching of mathematics to investigate their initial understanding. We present an explorative study that surveyed the views of 105 primary school pre-service teachers by means of a questionnaire. Those views were categorized by a qualitative content analysis. The results show that pre-service teachers most likely want to be and act aware of diversity when teaching, but rarely show sensitivity or knowledge of the particularities of school mathematics