Systematic Literature Review on Teacher Curriculum Making in Multilingual Math Classrooms

A systematic review of 23 empirical studies from five continents explores how teachers adapt curricula in language-diverse primary mathematics classrooms. The analysis of 833 screened articles from Web of Science, Scopus, and ERIC reveals four key curriculum-making starting points. This 242.2 KB document, authored by Derya Sahin-Ipek and last updated in May 2026, synthesizes convergences and divergences shaped by policy tensions and teacher agency.

Use Cases

• Identify teacher strategies for developing mathematical vocabulary in multilingual settings based on the described thematic analysis.
• Analyze the intersection of language policies and teacher agency in curriculum adaptation based on the review's findings.
• Design professional development programs for inclusive mathematics teaching based on the four identified curriculum-making starting points.
• Study the use of multimodal approaches and students' funds of knowledge in mathematics instruction based on the synthesized practices.

Strengths

• Based on a systematic review of 833 articles from three major databases.
• Synthesizes findings from 23 empirical studies across five continents, offering a broad perspective.
• The 242.2 KB document is openly available under a CC-BY-4.0 license.

Limitations

• The dataset is a 242.2 KB text document; scale and direct applicability for quantitative ML are limited.
• Row count and column-level documentation are absent; data structure must be inferred from the narrative.
• Freshness should be verified as the last update timestamp is in the future (2026-05-14).

Provenance

Source

figshare

Collection Method

Systematic literature review and reflexive thematic analysis.

Freshness

Last updated 2026-05-14 18:05:07

Geography

Studies reviewed span five continents.