Language diversity has become a feature of education more or less everywhere. The idea of the unilingual nation state is being steadily eroded in the places where it did exist, with minority language speakers often claiming the right to education in their languages. Internal and external migration is leading to superdiverse classrooms in urban centres around the world. The ability to live and work in multiple languages is seen more and more as a social and economic asset. This shift – as much a change of awareness as a sociolinguistic or demographic one – has important implications for education. If language rights are recognised, what is the consequence for mathematics education? What issues arise in teaching mathematics in minority language contexts? Or plurilingual contexts? If mobility and superdiversity are prevalent, what is the consequence for mathematics teaching? Or the preparation of mathematics teachers? Or mathematics curricula? The domain of research that focuses on mathematics education in relation to language diversity is starting to mature. In principle, this topic covers a wide range of situations arising in the context of societal multilingualism, migration, colonisation, Indigenisation, language immersion and education, and often several such situations at the same time. As little as twenty years ago, however, it was still possible to read all the extant literature on this topic, and the active researchers working on it would have fit round a large table. In recent years, the maturing of the field is apparent in several respects. First, there has been a series of review activities and writings, including an International Commission in Mathematics Instruction (ICMI) Study and accompanying volume (Barwell et al., 2016), at least one new book (Halai & Clarkson, 2016), at least one journal issue (Prediger & Schüler-Meyer, 2017) and a handbook chapter (Barwell, Moschkovich, & Setati Phakeng, 2017). Conference activities on this theme have also gone from strength to strength; the contributions in this special issue of Research in Mathematics Education were all initially presented to Topic Study Group 31 on mathematics education in multicultural and multilingual contexts at the 2016 International Congress on Mathematics Education (ICME) in Hamburg. This expansion shows a field of research that is becoming more and more mainstream, as countries around the world wake up to the increasing diversity (or superdiversity) of their school systems, and turn to researchers to develop mathematics education practice, policy and curriculum in response. Second, a corollary; there are now many more researchers working on questions related to language diversity in mathematics education, from many more countries. For example, at a recent European Research in Mathematics Education (ERME) Working Conference held at the Technische Universität Dortmund, in Germany, there were researchers representing Germany, Denmark, Norway, Sweden, Finland, Catalonia, the Netherlands, Canada, the USA, Colombia, and India. A glance through the publications mentioned above similarly

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语言多样性与数学教育：新发展

语言多样性或多或少已成为各地教育的一个特征。单语民族国家的想法在它确实存在的地方正在逐渐受到侵蚀，说少数民族语言的人经常声称有权以他们的语言接受教育。内部和外部迁移正在导致世界各地城市中心的教室超级多样化。以多种语言生活和工作的能力越来越被视为一种社会和经济资产。这种转变——既是社会语言学或人口学的转变，也是意识的变化——对教育具有重要意义。如果承认语言权利，对数学教育的后果是什么？在少数民族语言环境中教授数学会出现什么问题？还是多语境？如果流动性和超级多样性普遍存在，数学教学的后果是什么？还是数学老师的准备？还是数学课？专注于与语言多样性相关的数学教育的研究领域开始成熟。原则上，本主题涵盖了在社会多语言、移民、殖民、本土化、语言沉浸和教育背景下出现的各种情况，并且通常同时包含多种此类情况。然而，就在 20 年前，仍然可以阅读关于这个主题的所有现存文献，活跃的研究人员可以围坐在一张大桌子旁。近年来，该领域的成熟在几个方面是显而易见的。首先，有一系列的复习活动和写作，包括国际数学教学委员会 (ICMI) 研究和随附卷 (Barwell et al., 2016)、至少一本新书 (Halai & Clarkson, 2016)、至少一期期刊 (Prediger & Schüler-Meyer, 2017)和手册章节（Barwell、Moschkovich 和 Setati Phakeng，2017 年）。这个主题的会议活动也越来越多；在 2016 年汉堡国际数学教育大会 (ICME) 上，本期《数学教育研究》特刊中的所有文稿最初都提交给了关于多元文化和多语言环境下数学教育的主题研究组 31。这种扩展显示了一个越来越主流的研究领域，随着世界各国意识到其学校系统日益多样化（或超级多样化），并求助于研究人员来制定数学教育实践、政策和课程作为回应。其次，一个推论；现在有更多的研究人员在研究与数学教育中的语言多样性相关的问题，来自更多的国家。例如，最近在德国多特蒙德理工大学举行的欧洲数学教育研究（ERME）工作会议上，有来自德国、丹麦、挪威、瑞典、芬兰、加泰罗尼亚、荷兰、加拿大、美国、哥伦比亚和印度。类似地浏览上述出版物 现在有更多的研究人员在研究与数学教育中的语言多样性相关的问题，来自更多的国家。例如，最近在德国多特蒙德理工大学举行的欧洲数学教育研究（ERME）工作会议上，来自德国、丹麦、挪威、瑞典、芬兰、加泰罗尼亚、荷兰、加拿大、美国、哥伦比亚和印度。类似地浏览上述出版物 现在有更多的研究人员在研究与数学教育中的语言多样性相关的问题，来自更多的国家。例如，最近在德国多特蒙德理工大学举行的欧洲数学教育研究（ERME）工作会议上，有来自德国、丹麦、挪威、瑞典、芬兰、加泰罗尼亚、荷兰、加拿大、美国、哥伦比亚和印度。类似地浏览上述出版物 芬兰、加泰罗尼亚、荷兰、加拿大、美国、哥伦比亚和印度。类似地浏览上述出版物 芬兰、加泰罗尼亚、荷兰、加拿大、美国、哥伦比亚和印度。类似地浏览上述出版物