It is crucial for schools and teachers to consider the cultural diversity and various backgroundsof students in education. This is essential to ensure an inclusive and fair learning environment.Students with different linguistic backgrounds may have varying needs in understanding andexpressing mathematical concepts. Teachers should be aware of these differences. The purpose of my study is to carefully examine and analyze existing research on mathematicslearning for multilingual students. By compiling results and conclusions from prior studies andresearch, I aim to provide an overview of the current state of knowledge in this crucial area.I have employed a systematic literature review as the methodology. The selection of studies wasbased on thorough searches across multiple databases. The chosen studies encompass acombination of qualitative and quantitative methods to achieve a broader and more diverseunderstanding of the subject. The study's findings indicate that multilingualism is seen both as a resource and sometimes as achallenge for students' learning. Interaction and communication are crucial in mathematicseducation regardless of linguistic background, necessitating an inclusive environment to supportstudents. The socio-cultural background is emphasized as vital to students' comprehension,requiring teachers to consider and adapt instruction to students' diverse cultural experiences.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:su-227232 |
| Date | January 2024 |
| Creators | Koujak, Sohaib |
| Publisher | Stockholms universitet, Institutionen för pedagogik och didaktik |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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