This book is designed for those interested in the teaching of mathematics, in both first language and second language contexts, and is based on 15 years' teaching experience in Africa and Asia. The book is designed to present the main issues of language in mathematics teaching, and is therefore not a highly technical work. Chapters included are: (1) "Introduction: Is Mathematics a Language?"; (2) "The Development of Formal Thought through Language: Piaget vs. Vygotsky"; (3) "Concepts" (discussing research on how the naming of concepts affects the learning of those concepts); (4) "Logical Connectives"; (5) "Problem Solving"; (6) "Correlational Studies" (describing the relationships between mathematical ability and language skills); (7) "The Whorf Hypothesis" (summarizing the results of hypothesis testing); (8) "Bilingual Education" (discussing the effects of bilingual education on mathematics learning); (9) "The Alphabet Effect" (discussing the effects of written language on logic and on learning); (10) "Sociolinguistics in the Classroom"; (11) "Ethnomathematics" (discussing the influence of cultural factors on mathematics and mathematics education); and (12) "Applications and Conclusions." (YP)