[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-588641-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-588641-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","what-do-we-know-about-mathematics-teaching-and-learning-of-multilingual-adults-and-why-does-it-matter","What Do We Know about Mathematics Teaching and Learning of Multilingual Adults and Why Does it Matter?","","The significant role of language in mathematics teaching and learning is increasingly central for multilingual adults, given cultural and economic migration and the global use of English for education. While prior work has largely addressed language in primary and secondary mathematics learning, research on multilingual adults remains limited. This paper examines language(s) through mathematics register and discourse, reviews literature on adult learners, explores the relationship between language(s) and learning, and discusses implications for adult mathematics education.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/what-do-we-know-about-mathematics-teaching-and-learning-of-multilingual-adults-and-why-does-it-matter/588641/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/what-do-we-know-about-mathematics-teaching-and-learning-of-multilingual-adults-and-why-does-it-matter/588641.png","ImageObject",300,407,{"name":42,"@type":43},"Rizky","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What problem does the paper address about adult learning of mathematics?","Question",{"text":63,"@type":64},"It addresses the limited research on how language affects multilingual adults’ learning of mathematics and how teaching can support that learning.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What is the paper’s main research question?",{"text":68,"@type":64},"What is the role of language in the mathematics and numeracy education of bi/multilingual adults?",{"name":70,"@type":61,"acceptedAnswer":71},"How does the paper interpret the role of language in mathematics teaching and learning?",{"text":72,"@type":64},"Language is treated as a communication channel that supports transmission of mathematical knowledge, values, beliefs, and classroom interaction between teachers and students.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},588641,1792160540,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":108,"preview_page_count":4},962085564807,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","What Do We Know about Mathematics Teaching and Learning of Multilingual Adults and Why Does it Matter?  \nMáire Ní Ríordáin  \nNational University of Ireland  \n\u003C[maire.niriordain@nuigalway.ie](maire.niriordain@nuigalway.ie)>  \nDiana Coben  \nUniversity of Waikato  \n\u003C[dccoben@waikato.ac.nz](dccoben@waikato.ac.nz)>  \nBarbara Miller-Reilly  \nUniversity of Auckland  \n\u003C[b.miller-reilly@auckland.ac.nz](b.miller-reilly@auckland.ac.nz)>  \nAbstract  \nThe significant role of language in mathematics teaching and learning is not a new phenomenon. Given the growth of cultural and economic migration, the increasing international focus on education for economic development and the widespread use of English as a language for learning, we have become acutely aware of the importance of language in adults’ mathematics learning. While investigation has been undertaken in relation to the role of language in the learning and teaching of mathematics at primary and second level, little research has been done on multilingual (including bilingual) adults’learning of mathematics and the ways in which teaching might support such learning. In this paper we investigate the role of language in the mathematics and numeracy education of bi/multilingual adults with a focus on the mathematics register and discourse; we address the relationship between language(s) and learning; we provide a review of available literature specific to adult learners; and discuss implications for adult mathematics education.  \nKeywords: language, adult mathematics education, numeracy, bilingual/multilingual learners  \nIntroduction  \nThis paper is the latest in a series of papers for which the impetus was an international comparative study of adult numeracy education, focusing initially on the UK and New Zealand. That endeavour has so far resulted in a series of papers presented at successive international conferences of Adults Learning Mathematics – A Research Forum (ALM), starting at ALM17 in Oslo, Norway. At ALM20 in Newport, South Wales, we investigated language policy and adult numeracy education in Wales and New Zealand, focusing on the Māori language in New Zealand and the Welsh language in Wales (Coben & Miller-Reilly, 2014) . In our ALM20 paper we noted that while much has been written about the relationship between language and literacy, the relationship between language and numeracy -especially adult numeracy - has been less explored, in particular from a policy perspective, despite evidence of the importance of language for learning. Accordingly, in that paper we sought to  \nshed light on the policy context in which adult numeracy education is set in Wales and New Zealand with respect to those languages, viewed from a critical linguistic human rights perspective.  \nThe need for further examination of the specific role of language in adult mathematics education is thus an important consideration emerging from our previous research. Language and communication are essential elements of teaching and learning mathematics, as is evident from research carried out in bi/multilingual settings (Gorgorió & Planas, 2001) . Language facilitates the transmission of (mathematical) knowledge, values and beliefs, as well as cultural practices. Language is also the channel of communication within a mathematics classroom as language provides the tool for teacher-student and student-student interaction. Accordingly, we decided to examine the role of language in teaching and learning mathematics with and to adults. In this paper we are collaborating with Máire Ní Ríordáin, who has explored the role of language in mathematics learning with respect to Gaeilge, the Irish language (Ní Ríordáin, 2013; Ní Ríordáin & O'Donoghue, 2007, 2008; Ní Ríordáin & O’Donoghue, 2009, 2011) . Our theoretical investigation focuses on the following main question: What is the role of language in the mathematics and numeracy education ofbi/multilingual adults? This main question is broken down into the following sub-q","cbCait4ZB7t3AfxP","https://ap.wps.com/l/cbCait4ZB7t3AfxP","pdf",493549,16,"English","# Introduction\n## Research focus and background\n## Main question and sub-questions","[{\"question\":\"What problem does the paper address about adult learning of mathematics?\",\"answer\":\"It addresses the limited research on how language affects multilingual adults’ learning of mathematics and how teaching can support that learning.\"},{\"question\":\"What is the paper’s main research question?\",\"answer\":\"What is the role of language in the mathematics and numeracy education of bi/multilingual adults?\"},{\"question\":\"How does the paper interpret the role of language in mathematics teaching and learning?\",\"answer\":\"Language is treated as a communication channel that supports transmission of mathematical knowledge, values, beliefs, and classroom interaction between teachers and students.\"}]","What Do We Know about Mathematics Teaching and Learning of Multilingual Adults and Why Does it Matter? | PDF",1792065657]