<![CDATA[Although research has examined language in mathematics education and international students’ academic experiences, less is known about how international students construct mathematical meaning in calculus across languages over time. This study examined an international student’s learning of Differential and Integral Calculus in Indonesia. Data were collected through interviews, classroom observations, assignments, examination responses, and learning documents across two semesters in a longitudinal qualitative single-case study. Thematic analysis used four predetermined dimensions, organized into three groups: language use and mathematical representations; prior mathematical knowledge and independent practice; and learning support and practice. Linguistic differences primarily affected the participant’s access to verbal explanations and mathematical terminology, while familiar symbols and graphs provided additional entry points to calculus. His work documented engagement with derivative procedures, graphical information, and integral techniques through prior knowledge and independent practice, although consistent improvement in conceptual understanding was not established. The participant found lecturer support and assignments helpful and used generative artificial intelligence (AI) to identify topics, access explanations, and obtain practice examples. However, AI explanations were not always sufficient. This case highlights the need to examine mathematical work alongside linguistic challenges and learning strategies in multilingual calculus learning.]]>
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