Against the background of providing learning opportunities for meaningful mathematics for all students, the presented Design Research study had the goal of investigating how to support students facing language barriers while learning mathematics in phases of unmoderated group work. For this purpose, learning meaningful mathematics and demanding discourse practices are connected with quality interaction characteristics identified in research on productive group work. This theoretical consideration was implemented in a learning arrangement on similarity by means of four design principles for enhancing language in group work on meaningful mathematics. The empirical insights show to what extent the intended demanding discourse practices and quality interaction characteristics can be identified in different steps of knowledge construction, and to what extent they are supported by the design element ‘role cards’. Instead of calling for less unmoderated group work for students facing language barriers, the results of the study suggest that more research is needed to design scaffolds matching students’ needs, aside from whole-class discussions.

在为所有学生提供有意义的数学学习机会的背景下，提出的“设计研究”研究的目的是研究在无节制的小组合作阶段学习数学的同时如何支持面临语言障碍的学生。为此，学习有意义的数学和苛刻的话语实践与在生产性小组工作的研究中确定的质量互动特征有关。这种理论上的考虑是通过四个设计原则在相似性的学习安排中实现的，该四个设计原则用于在有意义的数学的小组工作中增强语言。经验性的见解表明，在知识构建的不同步骤中，可以在多大程度上识别出预期的要求性话语实践和质量互动特征，以及它们在多大程度上受到设计元素“角色卡”的支持。研究结果表明，除了全班讨论之外，研究结果并未要求为面临语言障碍的学生提供较少的，不受约束的小组工作，而是需要更多的研究来设计符合学生需求的支架。