Supporting Mathematics Teaching and Learning in Indigenous, Migrational, and Multilingual Contexts

Dear Colleagues,

As mathematics classrooms become increasingly diverse, so too must the ways in which teachers support all learners in these classrooms. In Indigenous, migrational, and/or multilingual contexts, mathematics teaching and learning should center on culturally responsive and relevant pedagogies and assessment. Language, sometimes multiple languages, can often play a significant role in such culturally responsive and relevant pedagogies and assessment, and thus in the teaching and learning of mathematics.

In this Special Issue, we aim to engage authors and readers in a discussion of the latest research and newest directions related to supporting mathematics teaching and learning in Indigenous, migrational, and/or multilingual contexts. We wish to include papers from various contexts across the globe, to share challenges and, most importantly, successes with respect to the teaching and learning of mathematics in various contexts. In addition, we welcome papers in which the mathematics classroom setting is expanded beyond the traditional physical structure of the classroom within a school, for example, via land-based or community-based mathematics teaching and learning.

We invite colleagues to submit papers related to various themes concerning teaching and learning mathematics in Indigenous, migrational, and/or multilingual contexts, including, but not limited to, the following:

• evidence-based practices
• learner and/or teacher experiences
• culturally relevant assessment
• culturally responsive pedagogies
• language learning
• strength-based pedagogies
• land-based and community-based learning
• Indigenous ways of knowing and learning
• minoritized and/or heritage ways of knowing and learning

We look forward to your contributions.

Dr. Karla Culligan
Dr. Anita Simensen
Dr. Paula Kristmanson
Prof. Dr. Annica Andersson
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

• mathematics
• teaching
• learning
• language
• indigenous
• migration
• multilingual