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We endeavour to study the impact of student migration on mathematics learning from the perspectives of students and teachers. Existing research focuses on migration as a challenge or problem in mathematics classrooms. We will instead examine the potential richness afforded by students' multiple cultural, linguistic and educational experiences of mathematics, including different ways of doing, learning and thinking mathematics. 


The study will significantly extend the limited research on migration in mathematics classrooms. It will stimulate multivocal, intercultural dialogue between students and teachers of mathematics, and will allow us to understand the impact 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 potentially open up opportunities for migrant students in education, employment and society.

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