| The United States is characterized by its multiculturalism, and linguistic and cultural diversity have become an issue for many educators. This study is about how mathematics teachers deal with the linguistic and cultural diversity among their Hispanic limited English proficient students. The review of literature presents the importance of language and cultural diversity in teaching mathematics to minorities, some issues on mathematics language (mathematics register), and meaningful teaching.;The methodology used in this study included two basic activities: interviews and classroom observations. The sample was composed of mathematics teachers who taught mathematics from fifth grade up to high school in the Bilingual Program of an urban school system in Western New York. All the instruments used in the study were developed by the researcher.;The results of the study indicated that: (1) participants demonstrated a discrepancy between their awareness of linguistic and cultural diversity and their planning and practice, in teaching, (2) most participants used direct translations when dealing with vocabulary, and (3) participants had trouble giving a specific example concerning how they dealt with linguistic and cultural diversity. However, no generalization regarding what happens throughout the Bilingual Education Program can be made from this study.;Three concerns were raised throughout the study: (1) the need of going beyond simple translations, (2) the need for teachers of reflecting linguistic and cultural diversity and inclusiveness, and (3) the need for teachers to be aware of students language needs. The recommendations included the provision of more teacher training and improvement of the student teaching programs. To accomplish these activities, the combined efforts of different programs are needed. |
