Many pupils at German primary schools are multilingual. This is often associated with challenges. However, maths didactics research is increasingly focussing on the potential opportunities that multilingualism offers. For example, some empirical studies show positive influences on the development of imagination or participation in classroom discussions. However, most of these studies only take place in secondary school or late primary school. At this point, linguistic and academic socialisation is already advanced and the basic stages of written language acquisition have already been completed.

The question therefore arises as to whether other conditions and opportunities for the inclusion of multilingualism prevail at an earlier stage. This research project therefore aims to investigate the use of multilingualism in early mathematics lessons. To this end, multilingual learning processes are to be initiated in the first school year, monitored as part of an empirical longitudinal study and researched using qualitative methods.