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We study the relationship between student migration and mathematics learning from the perspectives of students and teachers. Some research has focused on migration as a challenge or problem in mathematics classrooms. We instead examine the potential richness afforded by students' multiple cultural, linguistic and educational experiences of mathematics, including different ways of doing, learning and thinking about mathematics. 


The study extends the research on migration in mathematics classrooms. It stimulates multivocal and intercultural dialogue among students and teachers of mathematics. This allows us to understand the influence of migration on the learning and teaching of mathematics. In the context of increasing mobility and superdiverse mathematics classrooms (Barwell, 2016), the study will lead to enhanced instructional strategies for mathematics, improved mathematics learning for migrant students, and open up opportunities for migrant students in education, employment and society.

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