Multilingualism as a Resource for the Learning of Mathematics
"Multilingualism as a Resource for the Learning of Mathematics" is a cross-university research project. The Fetzer working group and the Söbbeke working group, both at BUW, research, discuss and publish together with the Schreiber working group at Justus Liebig University Giessen.
Dear colleagues and researchers interested in multilingualism and mathematics education,
We are pleased to invite you to attend the upcoming MaRLen conference, which will be held in English:
Date: Friday, September 19, 2025
Time: 2:00 - 5:00 p.m. (informal start from 1:45 p.m.)
Zoom: https://uni-wuppertal.zoom-x.de/j/67552587594?pwd=uApKGZPqpaKOrotaPGbAZc8VbYbpoG.1
Meeting ID: 675 5258 7594
Password: 67nB0Uvu
In addition to the details provided in the attached document, please find below a short overview of the talks:
Teachers' practices for harnessing students' multiple languages as resource
Dr Alexander K. Schüler-Meyer, Eindhoven School of Education
Abstract: In this presentation, I explore how teachers can harness their students' multiple languages to support meaning making in mathematics classrooms. Drawing on a multiple-case study in superdiverse classrooms with many non-shared languages, I examine how teachers use specially designed materials based on the didactical principle of comparing and contrasting languages. I will show that, although this didactical principle is new, teachers are able to adapt their existing practices to elicit and build on students' multilingual contributions, with implications for designing practice-based professional development.
Strengthening bilingual pedagogies for primary mathematics education in Malta
Prof Marie Therese Farrugia, L-Università ta' Malta
Abstract: Mathematics education in Malta is accessed bilingually through Maltese and English. Maltese is the national language, while the use of English is a legacy of British colonialisation of the island from 1800 to 1964. As part of the teaching/learning process, Maltese is often used orally to aid participation and understanding, while English is the language of written mathematics texts (textbooks, worksheets, digital resources and examinations). In my talk, I report on a design-based research study I carried out in two primary school classrooms in Malta. The aim of the study was to focus on the use of the Maltese language. More specifically, I wished to encourage increased student talk in both languages, to heighten the teachers' awareness of their use of Maltese for mathematics and to try out an innovative approach of using bilingual written texts. As I reflect on the data, I note that the approach I promoted was well received by the participants, who acknowledged the positive communicative and epistemic use of Maltese. However, I also note that some Maltese terminology may be more significant for meaning-making than others, and that the use of Maltese must be considered in parallel with good pedagogy, contextual elements and inclusive practices.
We kindly ask you to register informally by sending an email to Anna-Maria Schmitz: schmitz[at]uni-wuppertal.de and look forward to your participation and to an engaging and productive exchange!
Warm regards,
Elke Söbbeke & Marei Fetzer
Read more
Dear colleagues and researchers interested in multilingualism and mathematics education,
As the editorial team, we are currently planning the third volume in our book series(Multilingualism as a Resource for the Learning of Mathematics). We would like to invite you to contribute to this upcoming volume. All essential information is summarised in this short handout. Please do not hesitate to contact us if you have any questions about the book project
(soebbeke[at]uni-wuppertal.de).
The importance of language for learning maths is seen as central from both a cognitive and a communicative perspective and receives a great deal of attention in mathematics didactics. In the context of globalisation and migration, multilingualism among learners is the rule in everyday mathematics lessons. Accordingly, recent research projects and studies in mathematics didactics have focussed on subject-specific and linguistic learning under the conditions of multilingualism.
The mini-symposium will focus on multilingualism from a resource-orientated perspective. The question of the extent to which the diversity of languages of origin and bilingual settings can represent a resource from a subject-specific perspective will be explored. The aim is to discuss which specific competences multilingual children bring with them and to what extent these can be utilised and promoted for mathematical learning.
We welcome a wide range of contributions that focus on multilingualism and bilingual learning as a resource. Qualitative and quantitative studies are equally welcome, as are project outlines that stimulate academic discourse.
(English translation: linguistic and cultural resources in primary school maths lessons)
Eileen Baschek, Marei Fetzer, Rebecca Klose, Christof Schreiber & Elke Söbbeke (eds.)
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