Studies indicate that the multilingual thematization of mathematical concepts in the classroom leads to a contrast not only linguistically but also cognitively. These differences create a need for negotiation in the classroom, resulting in rich situations in which new perspectives on prior knowledge can be generated and mathematical concepts can be differentiated. From a mathematics didactics perspective, studies and empirical foundations in the field of bilingual learning in primary school are still in their infancy.

This research project investigates bilingualism as a resource for the development of mathematical concepts in elementary school by reconstructing the mathematical interpretation and understanding processes of primary school children in bilingual settings.