Learning mathematics in linguistically diverse classrooms - research perspectives from the Nordic countries

Project summary

In 2008, NOMAD produced a special issue on mathematics education in multicultural and multilingual settings. This resulted in four articles with contributors from Australia, Sweden, Denmark and New Zealand. Since this time, there has been a significant increase in the recognition of linguistic diversity in mathematics classrooms in the Nordic countries. However, mathematics education research has been sporadic in how it has responded, with occasional articles being published, mostly originating in post-graduate projects in Sweden. We anticipate expanding our understanding of recent research in linguistically diverse classrooms, both by established and new researchers. In so doing we anticipate providing an overview of the work currently being done in this area in the Nordic countries. Given that policy responses are lagging behind the changes in linguistic diversity in mathematics classrooms, such an overview will provide much needed information about how best to support teachers, students and families. It will also provide information about areas that would benefit from more research and allow for the possibility of a co-ordinated approach across the Nordic countries.

Publishing

Our aim is to publish a spessial issue of NORMA in 2018 with researchers from the Nordic countries, Germany and South Africa. In January 2017 there will be arranged a workshop for contributers and an open conference day.