Pre-service teacher's beliefs and attitudes about teaching in inclusive mathematics settings

International audienceResearch on subject-matter specific programs for inclusive teacher education is still of great importance. Beyond concept development and research on cognitive development, pre-service teachers' beliefs and attitudes are of major interest. The paper reports first on the project ProViel ('Professionalisierung für Vielfalt'-'professionalisation for diversity') and presents its aims and objectives. Afterwards, we focus on pre-service teachers' affective attitudes about teaching in inclusive mathematics settings before and after a course on learning mathematics with substantial learning environments, and compare the findings concerning inclusive teaching in mathematics and in other subjects. The results show that the pre-service teachers in average feel more optimistic and comfortable than pessimistic and uncomfortable while thinking about teaching mathematics in inclusive settings. This neutral to positive position hardly changed having completed the course