Intercultural perspective on needs and approaches for teacher educations programs

Abstract

The paper proposes a chronological overview of the normative aspects of the Italian context related to the inclusion of foreign students and a description of the current situation of Italian multicultural and multilingual classrooms. According to the Math Education literature, we propose here a reflection about the multicultural scenario complexities related to the School mathematics and how these can be faced through Teacher Training (TT) courses, aimed to increase the awareness of the potential that such contexts could have in classroom practice. With this aim we discuss the framework, methodology and materials shown to teachers during a Teacher Training online course.