I used a sociocultural perspective (Vygotsky, 1978) to examine teachers’ epistemological and efficacy beliefs about the teaching and learning of mathematics with multilingual students. Specifically, I use the work of Negueruela-Azarola (2011) who suggests that teachers’ beliefs are conceptualizing tools for thinking about activity. Beliefs, which are social and dynamic, arise from teachers’ lived experiences. What teachers believe is relevant because beliefs inform pedagogical practices and once established are hard to change (Brownlee, Boulton-Lewis & Purdie, 2002; Cross, 2009; Pajares, 1992). Established beliefs with regards to mathematics hold that it is the easiest subject for multilingual students since there is little language involved. On the other hand, established beliefs are that increased English vocabulary is mainly what students need to be successful in mathematics. Barwell (2009) and Moschkovich (2002), using sociocultural perspectives, argue that language is important in mathematics and that multilingual students can participate in mathematical discussions when using resources such as their own mathematical knowledge, objects, and codeswitching. I interviewed five teachers who had experience teaching mathematics to students whose first language was other than English. I found that some teachers had beliefs which contrasted with the philosophies of their training institutions and with their schools. Teachers were found to hold contradictory beliefs. The study showed the importance of terminology in that how teachers referred to their multilingual students reflected their beliefs. Multilingual students were welcomed in the classroom for their contribution to cultural diversity but teachers acknowledged increased workload, and periods of frustration when supporting their multilingual students in mathematics.

I used a sociocultural perspective (Vygotsky, 1978) to examine teachers’ epistemological and efficacy beliefs about the teaching and learning of mathematics with multilingual students. Specifically, I use the work of Negueruela-Azarola (2011) who suggests that teachers’ beliefs are conceptualizing tools for thinking about activity. Beliefs, which are social and dynamic, arise from teachers’ lived experiences. What teachers believe is relevant because beliefs inform pedagogical practices and once established are hard to change (Brownlee, Boulton-Lewis & Purdie, 2002; Cross, 2009; Pajares, 1992). Established beliefs with regards to mathematics hold that it is the easiest subject for multilingual students since there is little language involved. On the other hand, established beliefs are that increased English vocabulary is mainly what students need to be successful in mathematics. Barwell (2009) and Moschkovich (2002), using sociocultural perspectives, argue that language is important in mathematics and that multilingual students can participate in mathematical discussions when using resources such as their own mathematical knowledge, objects, and codeswitching. I interviewed five teachers who had experience teaching mathematics to students whose first language was other than English. I found that some teachers had beliefs which contrasted with the philosophies of their training institutions and with their schools. Teachers were found to hold contradictory beliefs. The study showed the importance of terminology in that how teachers referred to their multilingual students reflected their beliefs. Multilingual students were welcomed in the classroom for their contribution to cultural diversity but teachers acknowledged increased workload, and periods of frustration when supporting their multilingual students in mathematics.