ABSTRACT
Inclusion is the principle that, whenever possible, all children should be in the same classroom, forming meaningful peer group relationships, and finding success and challenge in the curriculum. Implementing this principle presents huge challenges to pre-service teachers of mathematics as each brings their own diverse experience of the subject and, in some cases, these experiences may have negative consequences in the classroom. This chapter considers conflicting ideals within inclusion and how to work with diverse groups of children, suggesting activities mentors and pre-service teachers can engage with as they learn to engage all children simultaneously and positively.
