Contemporary concerns in mathematics educationrecognize that in the increasingly technological and globalized world, withconcomitant change in population demographics (e.g. immigration, urbanization)and a change in the status of languages (e.g. English as a dominant language ofscience and technology) multilingualism in classrooms is a norm rather than anexception. Shifts in perspective also view language not simply as an instrumentfor cognition with all learners equipped with this instrument in service oflearning, although clearly in the classroom that remains of importance. Ratherit is now also being acknowledged that language use is inherently political, sothat the language that gets official recognition in the classroom is invariablythe language of the powerful elite, or the dominant societal language, or inthe case of post-colonial contexts the language of the colonisers. From thissocio-political role of language in learning quite different issues arise forteaching, learning and curriculum for linguistically marginalized learners thanthat of cognition (e.g. immigrants, second language learners, other).

Notes on Contributions.Section I: Review and Critique of Mathematics Education in MultilingualContexts.- Teaching and Learning Mathematics in Multilingual Classrooms: AnOverview.- Mathematics Education and Language Diversity: Past, Present andFuture.- Mathematics Education, Language and Superdiversity.- Section II:Policy and Mathematics Education in Multilingual Contexts.- The Intertwining ofPolitics and Mathematics Teaching in Papua New Guinea .- Language ofInstruction and Learners' Participation in Mathematics: Dynamics ofDistributive Justice in the Classroom.- Transition of the Medium of Instructionfrom English to Kiswahili in Tanzanian Primary Schools: Challenges fromtheMathematics Classroom.- Section III: Learning Mathematics in MultilingualClassrooms.- "x-Arbitrary Means Any Number, but You Do Not Know Which One": TheEpistemic Role of Languages While Constructing Meaning for the Variable asGeneralizers.- Multilingual Students' Agency in Mathematics Classrooms.- Students'Use of Their Languages and Registers: An Example of the Socio-Cultural Role ofLanguage in Multilingual Classrooms.- Productivity and Flexibility of (First)Language Use: Qualitative and Quantitative Results of an Interview Series onChances and Needs of Speaking Turkish for Learning Mathematics in Germany.- Supportingthe Participation of Immigrant Learners in South Africa: Switching to TwoAdditional Languages.- Sect ion IV: Mathematics Teaching and Teacher Educationin Multilingual Classrooms.- Operationalising Wenger's Communities of PracticeTheory for Use in Multilingual Mathematics Teacher Education Contexts.- DevelopingMathematical Reasoning in English Second-Language Classrooms Based on DialogicPractices: A Case Study.- Mathematics Teacher's Language Practices in a Grade 4Multilingual Class.- Complementary Functions of Learning Mathematics inComplementary Schools.- The Evolution of Mathematics Teaching in Mali andCongo-Brazzaville and the Issue of the Use of French or Local Languages.