ABSTRACT
Globalization and unprecedented levels of migration were partly responsible for the expansion of research on mathematical learning in and out of school, including a focus on multicultural settings within Western societies. This new focus often falls under the umbrella of research on home-school mathematics (e.g. Andrews & Yee, 2006; Civil & Andrade, 2002; Civil & Menéndez, 2011; Hughes & Pollard, 2006). In many Western countries, immigration is substantially changing the ethnic and cultural composition of the school population. This diversity within schools poses major challenges to systems of education developed to serve the needs of homogeneous monocultural groups (Abreu & Elbers, 2005; Cole, 1998). Questions around the experiences and achievements of students from different cultural, ethnic, social, economic, and linguistic groups in-school mathematics became salient and in need of discussion (Abreu, 2014; Civil, 2008; Gorgorió, Abreu, Cesar, & Valero, 2005).
