Discussion document for the tweenty-first ICMI study mathematics education and language diversity (Q993660)

From the summary: Around the world, mathematics is learned and taught in situations on language diversity. Whether through historical multilingualism, migration, colonization, globalisation or other factors, mathematics classrooms frequently involve multiple language use, learning through second or additional languages, learning through minority or oppressed languages, or through majority or dominant languages. Increasing recognition and awareness of this long-standing reality have led to a growing body of research that seeks to understand the relationship between different facets of languages diversity and mathematics learning and teaching. It is time to review this work critically, consider implications for mathematics classroom practices, and set an agenda for future research.