Our book set out to examine how mathematics and statistics education can respond to the realities of increasingly multicultural and multilingual classrooms. With rising migration, Indigenous language revitalisation, and the persistence of global inequities, today’s classrooms are marked by significant language and cultural diversity. Such diversity can pose challenges for teaching and learning when educators and students do not share the same language or cultural background. However, the central premise of this book has been that diversity, when viewed through a culture- and language-as-resource lens, can enrich mathematics and statistics education. By bringing together scholars, practitioners, and community voices from diverse contexts, the book has sought to illuminate new pathways for more equitable and inclusive mathematics and statistics teaching and learning. Several key conceptual threads emerge in our book, which we outline below.