Richard Barwell is associate professor at the Faculty of Education, University of Ottawa, Canada. His research is located in the intersection of applied linguistics and mathematics education, with a particular focus on multilingualism/ bilingualism in the teaching and learning of mathematics. His research interests include mathematics classroom discourse, mathematics learning in multilingual settings and the relationship between learning language and learning curriculum content and his work has been published in peer-reviewed journals in applied linguistics, mathematics education and general education. Prior to his academic career, Dr. Barwell taught mathematics in the UK and in Pakistan, where his interest in language and mathematics first arose.

1 Mathematics in multilingual classrooms: an introductory discussion - Richard Barwell

2 Mapping the mathematical langscape - Frank Monaghan

3 Somali mathematics terminology: a community exploration of mathematics and culture - Susan Staats

4 Politics and practice of learning mathematics in multilingual classrooms: lessons from Pakistan - Anjum Halai

5 Mathematical word problems and bilingual learners in England - Richard Barwell

6 How language and graphs support conversation in a bilingual mathematics classroom - Judit Moschkovich

7 Reflections on a medium of instruction policy for mathematics in Malta - Marie T. Farrugia

8 Bilingual mathematics classrooms in Wales - Dylan V. Jones

9 Bilingual Latino students, writing and mathematics: a case study of successful teaching and learning - Kathryn Chval and Lena Licon Khisty

10 Mathematics teaching in Australian multilingual classrooms: developing an approach to the use of classroom languages - Philip C. Clarkson

11 Where next for multilingual mathematics classrooms? - Richard Barwell

Mathematics classrooms are increasingly multilingual, whether they are found in linguistically diverse societies, urban melting pots or planned bilingual programs. The chapters in this book present and discuss examples of mathematics classroom life from a range of multilingual classroom settings, and use these examples to draw out and discuss key issues for the teaching and learning of mathematics and language. These issues relate to pedagogy, students' learning, curriculum, assessment, policy and aspects of educational theory. The contributions are based on research conducted in mathematics classrooms in Europe, South Asia, North America and Australia. Recurring issues for the learning of mathematics include the relationship between language and mathematics, the relationship between formal and informal mathematical language, and the relationship between students' home languages and the official language of schooling.