A substantial amount of research in mathematics education seeks to document disparities in achievement between middle-class White students and students who are Black, Latina/Latino, First Nations, English language learners, or working class. I outline the dangers in maintaining an achievement-gap focus. These dangers include offering little more…

Acquisition of second-language skills, language and mathematics learning, mathematics achievement and second-language skills, mathematics instruction for the second-language learner, and future directions are each discussed, and research questions are posed. (MNS)