This book discusses mathematics learners in transition and their practices in different contexts; the institutional and socio-cultural framing of the transition processes involved; and the communication and negotiation of mathematical meanings during transition. Providing both empirical studies and significant theoretical reflections, it will appeal to researchers and postgraduate students in mathematics education, cultural psychology, multicultural education, immigrant and indigenous education.

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Acknowledgements. List of Contributors. Editors' Prelude: Researching mathematics learning: the need for a new approach. 1. Mathematics learners in transition; G. de Abreu, et al. 2. Immigrant children learning mathematics in mainstream schools; N. Gorgorio, et al. 3. The transition experience of immigrant secondary school students: dilemmas and decisions; A. Bishop. 4. Thinking about mathematical learning with Cabo Verde Ardinas; M. Santos, J.F. Matos. 5. Exploring ways parents participate in their children's school mathematical learning: cases studies in multiethnic primary schools; G. de Abreu, et al. 6. Transitions between Home and School Mathematics: Rays of Hope Amidst the Passing Clouds; M. Civil, R. Andrade. Editor's Interlude: Theoretical orientations to transitions. 7. Towards a cultural psychology perspective on transitions Between contexts of mathematical practices; G. de Abreu. 8. Mathematical acculturation, cultural conflicts, and transition; A. Bishop. 9. Shifts in meaning during transitions; N. Presmeg. Editor's Postlude: The sociocultural mediation of transition. Author Index. Subject Index.