The notion of multilingual students' first language has been advocated as a resource in mathematics learning for some time. However, few studies have investigated how implementing students' L1 in the teaching practice impacts multilingual students' mathematics learning opportunities. Based on a 9-month-long ethnographic study conducted in Iran, we…

The data reported in this article come from a large project whose goal was to explore how Latin American students in Catalonia, Spain use their two languages--Spanish and Catalan--to support their learning of mathematics in small groups with other students who are Spanish- or Catalan-dominant. For 5 years, lessons from bilingual mathematics…

The COVID-19 pandemic is an unprecedented situation that influenced all aspects of society, including education. Millions of students found themselves adjusting to a new medium of mathematics instruction, not to mention the teachers who had to provide instruction through remote sources. Considering students' diverse social, economic, and academic…

This paper draws on data from a first grade multilingual mathematics classroom in Sweden. I explore how students' agency is pronounced in the classroom that actually can be a site where mathematics reform-oriented pedagogy thrives and how the emphasis on language support in such classrooms can support reform-oriented pedagogy. I argue that the…

Students in Papua, New Guinea were given a test in which the words more and less were used in different contexts. Half the pupils studied had English as their first language; for the other half English was a second language. Study results of pupil errors suggested serious educational implications. (MP)

A test of logic was given to 862 students in their first, second, and fourth years in Lesotho secondary schools. Results supported the contention that while difficulty in understanding English contributes to difficulty with the logical grammar necessary for mathematics, there are factors other than second language interference to consider. (MP)