Including multicultural elements in teaching and learning mathematics at the elementary level

Heterogeneity of classrooms is one of the most significant changes in many school systems. Differences in cultures and languages make the maths teaching-learning process harder than it is. That is why attention should be paid to the specifics of teaching mathematics in these circumstances. A questionnaire study reported in clearly shows that teachers across Europe would appreciate if tools and materials for work in a culturally heterogeneous classroom of mathematics were available. They are well aware of the difficulties a pupil trying to master the language and mathematical content at the same time, as well as the new culture and working procedures faces. Obviously, what is needed is careful wording of assignments, explanations and instructions, multimodality of representations. The questionnaires also show that some teachers are aware of the fact that not just pupils from different cultural backgrounds will benefit from these approaches. They should promote beer understanding of mathematics to everybody.