TSG 2.4: Culture, language, and ethnicity in mathematics education


The teaching/learning of mathematics in contexts of cultural and linguistic diversity is now accepted as typical in most parts of the world. Although the richness of those contexts is sometimes longstanding, in other contexts the diversity has developed more recently as a result of colonialism, migration, refugee contexts and/or globalisation. Mathematics education research in contexts of superdiversity involving the inextricable intertwinement of linguistic, cultural and ethnic diversity continues to develop and is of relevance for many teachers, students and communities all over the world. Research in this area underpins the enactment of calls for social justice to be at the forefront in mathematics education and draws on work on culturally-responsive teaching.

Areas of interest

The aim of TSG 2.4 is therefore to discuss research (and issues that arise in conducting research) on mathematics education in different cultural, linguistic and ethnic contexts.

The following four themes will be addressed:

  1. Research which considers how mathematics education can be informed by its cultural/linguistic/ethnic setting.
  2. Theoretical framings for describing different aspects of mathematics education in culturally and linguistically diverse settings.
  3. Culturally-responsive mathematics teaching.
  4. Research in multilingual mathematics settings

How to make a submission to TSG 2.4

Submissions for Topic Study Group Papers and proposals for Posters open soon – check the Key Dates table for specific dates relating to this activity.

Contact email addresses for team Co-Chairs are provided in the TSG 2.4 downloadable PDF Description Paper should you wish to contact them with questions before you make a submission.