In the last years, research has paid strong attention to pre-service primary teachers’ views of mathematics. Interviews and questionnaires to pre-service teachers during their academic studies are the mainly used tools for collecting data. Qualitative and quantitative approaches may give different insights. In this paper, after a review of the different methods used in the literature to face the topic of pre-service primary teachers’ views of mathematics, we propose a new method. A clustering technique is applied to data collected with multiple-answer questions about pre-service primary teachers’ views of mathematical ability. Obtained clusters are interpreted and compared.
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