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Empowering multilingual students for mathematics learning requires building on their multilingual repertoires. Although this claim has often been repeated, the students’ repertoires and the interplay of their components have so far only been partly understood. The repertoire comprises different state languages but also different registers and representations serving as multimodal sources for meaning-making. This paper contributes to unpacking students’ personal repertoires for meaning-making of mathematical concepts (comparing fractions). A qualitative study of three newly arrived Syrian immigrants’ learning processes identifies (re)sources that the study subjects have that are different from those of native residents that had been found in former studies. These results show that teaching-learning arrangements should connect the registers and representations in more flexible trajectories.
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