Mathematics has been described as both a gatekeeper to higher learning and a filter through which many students fail to pass. In the case of culturally and linguistically diverse (CLD) learners, mathematics can be even more crucial.  Teaching Mathematics to Culturally and Linguistically Diverse Learners focuses on strategies, techniques, and practices that have proven effective for helping CLD learners in mathematics. CLD learners are students who do not speak English as their native language. They may have been born in a foreign country and immigrated to the United States, or born here to immigrant parents. Their level of English proficiency may range from non-existent to moderate, and can present difficulties for them in mathematics.

The material presented comes from several sources: statistical data, extensive research in both monographs and journal articles, teacher interviews, student interviews, and the author’s own experiences as a classroom teacher.  This book is designed to provide a foundation for understanding the challenges that face CLD students in general, and to provide those strategies and materials that will help them to learn mathematics. The focus on mathematics allows attention to detail that would be impossible in a general book on English language learners. This book includes examples of surveys, lesson plans, and suitable projects, but is not simply a collection of activities. For courses in Principles and Methods of Teaching Elementary, Middle School, or Secondary School Mathematics.