Abstract
For our work in Language in Mathematics, we developed a framework for analyzing mathematics tasks along lines of mathematics concepts, mathematics practices, contexts, and language demands. By referencing these features, we worked across our distinct academic specializations of mathematics education and language/literacy education more easily. They also helped us to draw important distinctions between task characteristics (concepts and practices) that cannot be modified without changing what is being assessed mathematically; and those that can be changed (context and language demands) as long as the changes are done with care. We share our framework, which can be used for curricular and instructional purposes, in hopes it can help other educators to work cross disciplinary areas for improving the accessibility of mathematics tasks more generally.