The Journal for Research in Mathematics Education is distinctive among scholarly journals for many reasons, one of which is its roots within the National Council of Teachers of Mathematics (NCTM), an organization of practicing teachers.   Because both the Council and the community of mathematics education researchers have so fully supported its development, JRME has grown in both stature and size until its branches reach far beyond its North American roots. Today, JRME has international prominence and is viewed as one of the top mathematics education research journals.

This article explores the complex relationship between language and mathematics education in multilingual settings by presenting an analysis of one lesson from a multilingual primary mathematics classroom in South Africa taught by an appropriately qualified and experienced teacher. English emerged as a dominant language in this classroom, and this dominance was accompanied by procedural mathematics discourse. The learners' home language functioned mainly as the language of solidarity, whereas English functioned as the language of mathematics, authority, and   assessment. The article argues for the need to recognize and acknowledge the political role of language when conducting research into the relationship between language and mathematics education in multilingual classrooms. The article draws implications for making critical, influential decisions about curriculum, assessment, and teacher   education.   

A Review of Classics in Mathematics Education Research. (2004). Thomas P. Carpenter, John A. Dossey, & Julie L. Koehler (Eds.). National Council of Teachers of Mathematics, viii + 226 pp.