Before the pandemic (2019), we asked: On what themes should research in mathematics education focus in the coming decade? The 229 responses from 44 countries led to eight themes plus considerations about mathematics education research itself. The themes can be summarized as teaching approaches, goals, relations to practices outside mathematics education, teacher professional development, technology, affect, equity, and assessment. During the pandemic (November 2020), we asked respondents: Has the pandemic changed your view on the themes of mathematics education research for the coming decade? If so, how? Many of the 108 respondents saw the importance of their original themes reinforced (45), specified their initial responses (43), and/or added themes (35) (these categories were not mutually exclusive). Overall, they seemed to agree that the pandemic functions as a magnifying glass on issues that were already known, and several respondents pointed to the need to think ahead on how to organize education when it does not need to be online anymore. We end with a list of research challenges that are informed by the themes and respondents’ reflections on mathematics education research.

In this review, we evaluate the claim that translanguaging in the classroom supports the development of the bilingual lexicon by enhancing cross-linguistic transfer. To address this issue, we integrate findings from psycholinguistics and educational sciences in order to identify how effective pedagogical practices for monolingual children can be extended to pedagogical practices for bilingual children. We show that both monolingual and bilingual children benefit from teaching strategies that strengthen the mental connections between semantically and phonologically related words, and that for bilingual children, these strategies should support both within-and cross-language connections. We argue that by stimulating the use of the home language in the classroom, translanguaging strategies like multilingual label quests and multilingual reading and writing can strengthen cross-language connections and, thereby, facilitate cross-linguistic lexical transfer. For closely related languages, stimulation of the home language has the additional benefit of implicitly facilitating the transfer of cognate vocabulary. Explicit instruction about cognates could further stimulate the development of cognate awareness, but whether it also enhances vocabulary learning is still an open question.