ABSTRACT
Many educators mistakenly assume that the transition from social language to academic language is easier for ELLs in mathematics than in other subjects. However, this is not the case in classrooms that use language-rich curricula or that focus on communication and understanding. It is also erroneous to assume that mathematics concepts and symbols are culture-free. Although mathematics is a universal language in many ways, the notation, algorithms, and approaches used for teaching and learning mathematics vary. These differences in approaches to mathematics may lead to misinterpretations and confusion for both teachers and students. Teachers who acknowledge mathematics as culturally laden take the time to understand and validate alternative approaches used for algorithms and procedures that often seem quite different from those they are accustomed to using.
