Analyses: Multicultural issues in the teaching and learning of mathematics
Compiled and edited by Richard Barwell, Bristol (UK) and Gabriele Kaiser, Hamburg (Germany)

A1: Introduction: Mathematics education in culturally diverse classrooms
(Richard Barwell, Gabriele Kaiser) ... 61-63
 Abstract | Article (PDF)

A2: Cultural distance and identities in construction within the multicultural mathematics classroom
(Núria Gorgorió, Núria Planas) ... 64-71
 Abstract | Article (PDF)

A3: Teachers’ funds of knowledge and the teaching and learning of mathematics in multi-ethnic primary schools: Two teachers’ views of linking home and school
(Jane Andrews, Wan Ching Yee, Pamela Greenhough, Martin Hughes, Jan Winter) ...72-80
Abstract | Article (PDF)

A4:  Immigrant parents’ perspectives on their children’s mathematics education
(Marta Civil, Núria Planas, Beatriz Quintos) ... 81-89
 Abstract | Article (PDF)

A5: Parents’ views on mathematics and the learning of mathematics - an intercultural comparative study
(Britta Hawighorst) ... 90-100
Abstract | Article (PDF)

A6: Cultural differences, oral mathematics and calculators in a teacher training course of the Brazilian Landless Movement
(Gelsa Knijnik, Fernanda Wanderer, Claudio José de Oliveira) ... 101-108
Abstract | Article  (PDF)

A7: Cultural and linguistic problems in the use of authentic textbooks when teaching mathematics in a foreign language
(Jarmila Novotná, Hana Moraová) ... 109-115
Abstract | Article ( PDF)

Book Reviews:

R1: Padberg, Friedhelm: Didaktik der Arithmetik für Lehrerausbildung und Lehrerfortbildung
(Wilhelm Schipper) ... 116-118
Article (PDF)

R2: Müller, Gerhard N.; Steinbring, Heinz; Wittmann, Erich Ch. (Hg.): Arithmetik als Prozess
(Friedhelm Padberg) ... 119-127
Article (PDF)