Barwell, Moschkovich, and Setati Phakeng provide much-needed insights into language diversity and mathematics. They critically explore issues of the teaching and learning of mathematics in second language, bilingual, and multilingual classrooms. Examining a broad swath of research from cognitivist, discursive, and sociopolitical perspectives, they develop a set of research-based recommendations to guide instructional practices in mathematics in contexts of language diversity, including for students who are simultaneously learning the language of instruction.

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