Quels impacts des contextes socio-économique et linguistique sur l’apprentissage des mathématiques au Luxembourg ?

This article presents the results of longitudinal data collection from the Luxembourg national school monitoring (Standardised Tests, ÉpStan) on the mathematical performance of students with a regular or delayed school career from grade 3 to grade 9 according to their linguistic and socio-economic backgrounds. Since Luxembourg has a trilingual education system and a high level of immigration, the extent to which students' linguistic and socio-economic backgrounds influence their educational path will be addressed. The results prove with what Martin and Houssemand had already shown in 2003: multilingualism and the socio-economic background of students, as practiced in Luxembourg, negatively influence the acquisition of mathematical skills. Moreover, this influence increases over the years, which reduces the efficiency and equity of the educational system. In conclusion, recommendations for teaching mathematics in multilingual classrooms will be proposed in order to promote equal opportunities for students attending school in Luxembourg, and to help them develop their skills to the fullest.