Fostering the mathematics learning of language learners: Introduction to trends and issues in research and professional development

Abstract

The introduction of the EURASIA Special Issue argues why fostering the mathematics learning of (monolingual and multilingual) language learners is crucial with respect to equitable access to mathematics. It provides a structured list of parallel questions for research and design on the classroom level as well as on the professional development level. The overview on the articles of the special issue shows how widely the field must be spanned in order to grasp the complexities of the learning content (language demands specific to mathematical topics and genres), the learners' and the teachers' processes.