This article shares the authors' views on language-diversity issues in research in mathematics education. Described are tensions, questions, and myths that they have regularly faced as researchers. They use similarities and differences in two settings (multilingual classrooms in South Africa and U.S. mathematics classrooms with Latino/a students) to illustrate the complexity of this work and illuminate research findings.
Mamokgethi Setati Phakeng and Judit N. Moschkovich
? In the sections that follow, I situate the study in the literature on language diversity in mathematics education, and I set out the theoretical orientation on learning as socialization. Following this, I explain the research design and details of the
Jinfa Cai, Anne Morris, Charles Hohensee, Stephen Hwang, Victoria Robison, Michelle Cirillo, Steven L. Kramer, James Hiebert and Arthur Bakker
Moschkovich JN & Setati Phakeng M ( 2017 ). Language diversity and mathematics: Second language, bilingual, and multilingual learners . In Cai J (Ed.), Compendium for research in mathematics education (pp. 583 – 606 ). Reston, VA: National