Designing a Mathematics Teacher Education Course for Multicultural and Multilingual Pre-Service Teachers: Working Towards Equity, Diversity, and Inclusion

In this paper, we reflect on the revisions made to a mathematics course for multicultural and multilingual pre-service teachers in Norway. The course had originally been designed and taught by one of the authors, and together we now analyze how it was retaught and restructured in light of student experiences, high failure rates, and our shared professional values. Using an action research approach and drawing on an equity–diversity–inclusion framework, we examine specific changes in pedagogy, assessments, and student support. This paper contributes to conversations about how mathematics teacher education can become more inclusive, responsive, and just.