Astrid Deseniss investigates in a qualitative study the specifics of mathematics-related concepts and the engagement with tasks among students with and without a migration background, aiming to achieve a deeper understanding of the role of linguistic and sociocultural aspects in mathematics education. She demonstrates that particularly the sociocultural conditions influence a specific manifestation of mathematics-related concepts and how linguistic issues affect the handling of mathematics tasks. The work provides an important building block for understanding the complex relationship of young people with a migration background to mathematics and mathematical problem-solving tasks, thereby offering insights for educational practice.