Journal for Multicultural Education

Mathematics as a universal language: transcending cultural lines

Patrice Parker Waller Chena T Flood
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Patrice Parker Waller Chena T Flood , (2016),"Mathematics as a universal language: transcending cultural lines", Journal for
Multicultural Education, Vol. 10 Iss 3 pp. -
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 Running Head: MATHEMATICS AS A UNIVERSAL LANGUGE; TRANSCENDING CULTURAL LINES

MATHEMATICS AS A UNIVERSAL LANGUAGE; TRANSCENDING CULTURAL LINES

Abstract
Purpose
Universal language can be viewed as a conjectural or antique dialogue that is understood by a
great deal, if not all, of the world’s population. In this paper a sound argument is presented that
mathematical language exudes characteristics of worldwide understanding. The purpose of this
paper is to explore mathematical language as a tool that transcends cultural lines.

Methodology
This study has utilized a case study approach. The data relevant to the study were collected using
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participant observations, video recordings of classroom interactions, and field notes.

Findings
Researchers found that mathematics communication and understanding were mutual among both
groups whose languages were foreign to each other. Findings from this study stand to contribute
to the ongoing discussion and debates about the universality of mathematics and to influence the
teaching and learning of mathematics around the world.

Originality
Mathematics is composed of definitions, theorems, axioms, postulates, numbers and concepts
that can all generally be expressed as symbols and that haven been proven to be true across many
nations. Through the symbolic representation of mathematical ideas, communication may occur
that stands to break cultural barriers and to unite all people using one common language.

Keywords Mathematical language, culture, global education.

 MATHEMATICS AS A UNIVERSAL LANGUGE; TRANSCENDING CULTURAL LINES

Introduction

“Senhor Senhor Davidson selecionar me.... Eu tenho a resposta”, the student shouted as

we entered the room. Being met immediately by a language barrier in such a familiar place (the

mathematics classroom), it was easy to feel disconnected. How were we as researchers expected

to communicate with these Portuguese speaking students? There was only one thing we had in

common....Mathematics! “Mathematics is sometimes referred to as a ‘universal language’,

implying anybody with mathematical understanding can solve mathematical problems regardless
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of the language they speak” (Adoniou & Qing 2014, p.3). The purpose of this paper is to explore

mathematical language as a tool that transcends cultural lines.

In the quest to explore the reality of the universality of mathematics, we first consider the

difference between mathematics concepts and mathematical ideas (see Figure 1). Whiteford

(2010) defined conceptual knowledge as the universal “knowledge of ideas and concepts, as well

as the relationships and connections that exist between them” (p. 277). Mathematics concepts are

“vast, interrelated and possess interconnected elements. The interrelationship of mathematical

concepts can be identified in the use of elementary operations of division, ratios, percentage,

addition, subtraction, translation of word problems and use of symbols across mathematics

discourse” (Gladys & Nchelem 2015, p. 67). Mathematical concepts are known to be true among

mathematicians and mathematics learners around the world. An example of a mathematical

concept could be the multiplication of whole numbers. It can be found true in any culture or

among any group that multiplication is just the act of repeated addition.
 MATHEMATICS AS A UNIVERSAL LANGUGE; TRANSCENDING CULTURAL LINES

Mathematical Cocnepts Mathematical Ideas

foundational adapted
mathematical mathematical
premise knowledge

hold true among Adapted as they

mathematicians have passed
and mathematics through periods
learners and cultures
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Figure 1: Mathematical Concepts and Mathematics Ideas

Mathematical ideas are composed of different forms of mathematical concepts or

knowledge and can advance as a result of diverse modes of thinking and alternate environmental

stresses across cultural assemblages. Mathematical ideas themselves are far from being fixed, but

are adapted and changed by their passage across periods and cultures (Stedall, 2012). These ideas

are passed from one person to another, from one culture to another, being interpreted within their

own context (Stedall, 2012). The concept of mathematical ideas emerges from a fairly newer

branch of science called ethnomathematics, the study of mathematics in different cultures and

understanding the differences between cultures. This paper explores the universality of

mathematics through the analysis of the distinct difference between mathematical concepts and

mathematical ideas to examine the question “does the language of mathematics transcend

cultural and language barriers?”. This paper presents mathematics as a language, previous

arguments for and against mathematics universality, and mathematics and its relationship in a

cultural context to provide a framework for the global experience that exposed mathematics

concepts as a universal language.

The Language of Mathematics

 MATHEMATICS AS A UNIVERSAL LANGUGE; TRANSCENDING CULTURAL LINES

Mathematics is composed of definitions, theorems, axioms, postulates, numbers and concepts

that can all generally be expressed as symbols and that have been proven to be true across many

nations. To suggest that mathematics is a language, relies on the premise that the word

“language” implies a system of communicating verbally or symbolically, in this case about

mathematics. In the grand scheme of mathematical language, observations, ideas and thoughts

about mathematical symbolic representations can be uniquely understood by a vast group of

people spanning multiple cultures. The symbolic language of mathematics is complex and
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unique (Quinell & Carter 2012)--it can be classified into seven different categories; numerals,

operators, comparatives, grouping symbols, pronumerals that can be variables, unknowns, or

parameters, geometric symbols and shortened forms which may be abbreviations or symbols

(Quinell & Carter 2012). The systems of mathematical symbols have a communicative function

and an instrumental role (Godino 1996). This symbolic representation of mathematics can be

found in textbooks in all different countries despite the native language of its people. Particularly

in the United States, students are required to be proficient in using mathematical language when

solving and arguing for the correct solutions (NCTM 2014). This requirement holds true for

learners in other countries.

The complexity of using mathematics symbols arises when mathematics learners are forced

to interpret and articulate the complete collection of these symbols and understand their

relevance to the current stage of their mathematical studies. Symbols present an interesting issue

when considering the universality of mathematics because of their complexity and presentational

difference among cultures. Some mathematicians would argue that symbols themselves are not

universal or are commonly misunderstood (Powell 2015; Quinell & Carter 2012), ultimately

making the language of mathematics itself defy the meaning of universality.

 MATHEMATICS AS A UNIVERSAL LANGUGE; TRANSCENDING CULTURAL LINES

The Great Debate – Argument for and Against the Universality of Mathematics

Universal language can be viewed as a conjectural or antique dialogue that is understood

by a great deal, if not all, of the world’s population. The universality of mathematics has been

stated and accepted among many for long periods of time (Lynch 2014; Merchant 1999; Perkins

and Flores 2002). Remillard and Cahnmann (2005) reified this idea noting that mathematics is

composed of a language that is transferrable from one language to another. Peter (2011) stated

“Mathematics is the only subject that can be used in all cultures of the world” (p. 449).
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Furthermore, many educators believe that students’ English proficiency has a minimal effect on

their mathematics learning (Ramirez, Mather, & Chiodo 1994) as a result of mathematics being a

universal language. More profoundly, Jamerson (2000) in his description of mathematics being a

universal language provides a clear argument for the universality of mathematics as a language.

He states:

There is, in fact, a nearly universally accepted logical and rhetorical structure to

mathematical exposition. For over two millennia serious mathematics has been presented

following a format of definition-theorem-proof. Euclid’s Elements from circa 300 BC

codified this mode of presentation which, with minor variations in style, is still used

today in journal articles and advanced texts. There is a definite rhetorical structure to

each of these three main elements: definitions, theorems, and proofs. For the most part,

this structure can be traced back to the Greeks, who in their writing explicitly described

these structures (p. 2).

Given the history of the structure of mathematics, the language is thought to be

understood across cultural differences. More recently the universality of mathematics has been

heavily explored in students focusing on the teaching and learning of mathematics among
 MATHEMATICS AS A UNIVERSAL LANGUGE; TRANSCENDING CULTURAL LINES

English Language Learners (ELL). Lynch (2014) reports on an elementary school faced with a

significant number of ELL students, mathematics became a universal method to make learning

real for students. To provide further evidence of the support of mathematics as a universal

language, The Whitehouse Blog declared “Math allows us to cross borders and atmospheres

without translation” (Baggetto 2009).

The argument against mathematics being a universal language has centered largely on the

ongoing mathematical needs of English language learners (ELL) (Hoffert 2009; Tevebaugh
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2008; Cavanaugh 2005). Mosqueda (2008) argued that the misguided belief that “math is a

universal language,” in combination with “deficit theories” that guide mathematics instruction

are largely responsible for the inattention to the English proficiency needs of ELL students in

their mathematics education. Barrow (2014) demands that the myth of mathematics as a

universal language be dispelled and that educators be attentive to the nuances and complexity of

the English language even when teaching mathematics. Mathematics is not seen as a universal

language among many researchers, and students with limited English proficiency should receive

extra support (Mohammed et al. 2005) Because of the difficulties that continue to persist among

ELL students in mathematics courses, some researchers are not so convinced that mathematics is

a universal language (Tevebaugh (2008). Moreover, the notion that symbolic representation of

mathematical situations vary from culture to culture has also substantiated claims against the

lack of the universality of mathematics. For example, suppose you enter a classroom and you see

a problem written such as the problem in Figure 2(Hoffert 2009). This problem is an algebra

problem written in Farsi. Would you be able to answer the question regardless of the native

language? Most people who were unfamiliar with the Farsi language would not be able to answer
 MATHEMATICS AS A UNIVERSAL LANGUGE; TRANSCENDING CULTURAL LINES

the question. It is because of this reason alone, scholars have argued that mathematics is not

universal.
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Figure 2: An algebra 1 state assessment item written in Farsi (Hoffert 2009)

However, taking into consideration all previous ideas and arguments about mathematics as a

universal language, this paper takes the position that math is a universal language because the

principles and foundations of mathematics, previously referred to as the mathematical concepts

are the same everywhere around the world. Despite difference among languages, religion,

gender, or culture, mathematics is the only language shared by all humans. Because these

mathematics “universal truths” can be applied everywhere in their decontextualized state, they

are truly universal (Bishop 1988). Calculations like Pi are still approximately 3.14159 and “e” is

roughly 2.71828...regardless of your location in the world. Furthermore, summing up the cost of

a basket full of fresh produce involves the same mathematics process no matter whether the total

is expressed in dollars, euros, rand, rubles, real, or yen. With this universal language, all of us, no

matter what our unit of exchange, are likely to arrive at math results the same way. Through the

symbolic representation of mathematical foundational truths of mathematical concepts,

communication may occur that stands to break cultural barriers and to unite all people using one

common language.
 MATHEMATICS AS A UNIVERSAL LANGUGE; TRANSCENDING CULTURAL LINES

Culture and Mathematics

Culture is the socially transmitted knowledge and behavior shared by some group of

people. Culture is learned, it is associated with groups of people and its content includes a wide

range of phenomena including norms, values, shared meanings, and patterned ways of behaving

(Birukou et al. 2013). Mathematics is believed to be acultural by many learners and educators.

Oftentimes it is accepted as a discipline without cultural implications, or a discipline without any

connection to culture (D’Ambrosio 2001). Culture can interfere in the learning of mathematical
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concepts in the classrooms because mathematical ideas have been created by a culture based

upon needs specific to that culture. “Davidson (1990) found that the interaction of native culture

and mathematical ideas can be mutually reinforced because the application of culturally sensitive

mathematical activities can help students to see the relevance of mathematics in their culture and

help teachers to use this connection to teach more mathematics” (Orey 2005, p.2) .

Conversely, let’s consider the learning of mathematics from people of different cultures

that share different languages. Cultural diversity in mathematics also promotes culturally

sensitivity and enhances mutual respect and understanding for differences that appear among

learners. Mathematical concepts and ideas are able to transcend cultural lines more easily

because of the logical characteristics of the discipline. Newly constructed ideas among numerous

cultures fail to contradict the existing body of mathematics. Mathematics is an area that allows

new ideas to build on previous knowledge and establish connections between distinct areas of

existing thought. Even more so, it provides a language for communication and understanding

within a world of complex cultures.

A Universal Encounter
 MATHEMATICS AS A UNIVERSAL LANGUGE; TRANSCENDING CULTURAL LINES

During a cultural immersion trip in Ouro Preto, Brazil, a group of mathematics education

researcher visited a high school classroom under the operation of the federal district (federal

government), to explore the teaching and learning of mathematics. During this time the research

question arose “does the language of mathematics transcend cultural and language barriers?”

Observations and interactions were made in mathematics classrooms filled with Portuguese

speaking students alongside English speaking researchers. Field notes, observations, videos, and

learning artifacts, including pictures of learning interactions, were collected during this visit. The
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researchers spent approximately six hours in the classroom over a two-day period. An account of

the global experience through the lens of one of the mathematics education researchers is

summarized.

The enthusiasm from the Brazilian students could be felt during the first class

observation. Upon entering the classroom a young student could be heard saying

“Senhor Davidson selecionar me.... Eu tenho a resposta” Translated this means, Mr.

Davidson, Select me.....I have the answer. These students were even more eager to speak with

people from the United States. Because there were only a few minutes left during the period, the

Portuguese speaking students spent the duration of class trying to communicate with the

American researchers in English. Only two of them could actually speak English. With the help

of the teacher (Davison) and a professor (Weston) from the local university who was hosting the

group of American researchers, the researcher was able to engage in a brief dialogue with the

students. The researcher became immediately intrigued by the language barrier and welcomed

any experiences to come in the next learning session.

The researcher visited a second class where mathematics instruction was taking place. The

students were sitting quietly as the teacher was explaining examples on the green chalk board.
 MATHEMATICS AS A UNIVERSAL LANGUGE; TRANSCENDING CULTURAL LINES

After finishing the last example, the teacher instructed the students to form groups to work on a

study sheet that had examples similar to those demonstrated on the board. The teacher

encouraged the group to interact with the students. Naturally, each researcher chose a different

group to sit and intermingle. I chose a group without any English speakers. However, the

interpreter assigned to the researchers sat with me and the group I chose. The conversation

started off very general. The students asked our names, we asked theirs, we told them we were

from the U.S., etc. One student from another group approached the interpreter and asked him to
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ask us to see an American dollar. Reluctantly the interpreter relayed the request and eagerly I

complied. The young boy in return wanted to give me a Real (Brazilian currency), but I insisted

that he keep his money. Shortly after this exchange this same young man made his way back

over to where I was sitting and wanted to continue to engage in conversation. I asked him using

the interpreter what number he was working on in his assignment. He proceeded to tell me that

he was not smart and he could not do the work. I told him that he was very smart, he just had to

believe in himself. He was in shock and told me through the interpreter that this was the first

time that he had ever been told he was smart.

Shortly after becoming acquainted with the students, we begin to work mathematics problem.

By this point the Brazilian translator had been called to assist with the translation of another

group. The students were working with the number line and conceptualizing the value of

numbers that were greater than and less than. They were attempting to understand that positive

and negative numbers are used together to describe quantities having opposite directions or

values. The first problems prompted students to distinguish between numbers that were less than

or greater than each other and graph them on the number line. The students struggled with

getting started. Although the language barrier was ever-present I attempted to explain as best I
 MATHEMATICS AS A UNIVERSAL LANGUGE; TRANSCENDING CULTURAL LINES

could the ideals behind this concept. The students were presented with the following problem:

Graph (0,8] and [6,12] on the number line. Find the point of intersection. I begin to explain using

pictures (Figure 3)
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Figure 3: Picture drawn during conversation with Brazilian students

Speaking loudly in English – as if that would make the language barrier disappear – I explained

that an open bracket meant that you would not be including the lowest point in the number

system and that an closed bracket meant to include the point. I went on to draw the picture in

Figure 4.

Figure 4: Picture drawn during conversation with Brazilian students

I was amazed that although we were unable to speak the same language and without a

translator, the students were able to comprehend the mathematical symbols and ultimately
 MATHEMATICS AS A UNIVERSAL LANGUGE; TRANSCENDING CULTURAL LINES

understand the concept that was being conveyed. I was immediately convinced that mathematics

was indeed a universal language. As I begin to investigate this idea a little further, I came across

the great debate of this issue. I left Brazil convinced that no matter the native tongue, the

foundational mathematical concepts and certain representation are universal.

Other Universal Encounters

The previous universal encounter did not occur through isolation. After reviewing the videos,

pictures of learning interactions and research field notes and reflections, we found that these
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experiences occurred multiple times. Similar to the universal encounter described in detailed

above, the video captured a Brazilian group of students and a mathematics researcher attempting

to discuss mathematical concepts regarding greater and less than. The researcher was speaking in

English very slowly attempting to explain to the students that the number -5 would be less than

3. Because of the language barriers it was clear by the students’ faces that they did not follow the

researcher’s words. Finally the researcher attempted to draw the number. The researcher begin to

draw the number line and started to place numbers on the number line beginning with -7. When

the researcher reached the number -5, a female student politely slid the paper from him and

continued to fill in the number line until she had reached the number 7 (See figure 5). The

researcher then asked the group, pointing and using hand gestures, “Is -5 larger or smaller than

3?” To indicate -5 the researcher pointed to the number on the paper. To indicate larger the

research used his two hands, spreading them widely apart. In reverse, to allude to the word

smaller, the researcher placed his hands very close together with only a very small amount of

space.

To respond to the researcher’s question, a male student in the group took the piece of paper

and wrote -5 < 3 (see figure 6). The researcher screams with excitement “exactly!” He begins to
 MATHEMATICS AS A UNIVERSAL LANGUGE; TRANSCENDING CULTURAL LINES

further explain the mathematical concept using the symbols of which the Brazilian students had

just proven their knowledge.

Figure 5: Number line created by researcher and student

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Figure 6: Student demonstrating less than and greeter than symbols

Researcher field notes also played a major role during the analysis of the Universal

Encounters. Individual researcher field notes indicated this mutual understanding that

mathematics was being used to connect different cultures. Exerts from researcher field notes are

below.

“Wow! It is amazing that these students are even interested in trying to understand

what we are saying to them about mathematics in a different language. I am even more

amazed that I was able to make a connection with them about mathematical number sense.

We literally speak different languages. This is unbelievable”

(Mathematics Education Researcher)

 MATHEMATICS AS A UNIVERSAL LANGUGE; TRANSCENDING CULTURAL LINES

“Math and language can both be two challenging subjects to understand. However, I

have found a way to communicate with these students mathematically through symbols and

gestures. I would even go as far as to say that we may not understand each other

linguistically, but we understand each other mathematically!”

(Mathematics Education Researcher)

“After working with these students today, I am convinced that there are certain truths
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in mathematics that are universal.”

(Mathematics Education Researcher)

Emergent Themes

Mathematics is Empowering

The experiences in the Brazilian classroom between non-English speakers and non-

Portuguese speakers demonstrate learning experiences across cultural barriers. Several assertions

for teaching and learning mathematics across cultural barriers can be developed. The first theme

that manifested through the data was the impression that mathematics is empowering.

Mathematics provides tools of reasoning, logic, discipline and a procedural understanding. As

educators, when we successfully guide our students and supply our students with the

mathematical dispositions, vocabulary and conceptual knowledge base to have a firm

understanding of mathematical ideas we are giving them a tool that cannot be undermined. These

tools encourage students to feel stronger and confident in the content area, ultimately giving

them a sense of ownership and power.

 MATHEMATICS AS A UNIVERSAL LANGUGE; TRANSCENDING CULTURAL LINES

During the encounter with the Brazilian students, the researcher observed several

instances where the students celebrated their accomplishment of gaining a firm understanding of

mathematics. Statements in Brazil that can be translated to English to mean things such as “I got

this”, “I did it”, “this is awesome”, I can’t believe I understand” and “Finally!” were all captured

on the video. These celebratory statements provide a sense of achievement to confidence to

students, ultimately empowering them to continue to work hard and aim for success.

In support of the theme of mathematics being empowering, Mholoo and Schafer (2012,
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p. 1) suggest from a mathematical empowerment perspective that “there is a kind of teacher

guidance that has potential to be individually empowering whilst at the same time valuing the

autonomy of the learner.” Mholoo and Schafer’s observation is in light of the argument that

learners are not provided the key to the gate (Stinson 2004) and are otherwise disempowered in

mathematics. This premise is palpable through the occurrence in the Brazilian classroom. The

use of encouragement and guidance, despite the language barriers, empowered the Brazilian

student who had never been told he was smart and could solve the problem.

Mathematical Concepts Hold True across Cultures

The data collected through participant observations also support the thought that

mathematical concepts hold true across cultures. The most important aspect of our argument for

mathematics as a universal language stems from the idea that there are foundational truths or

mathematical concepts that are consistent no matter the gender, religion, culture, or language of

the doer. This was evident during participant observations and interactions within the

mathematics classroom. The concepts behind number sense and the number line remained

consistent even among the significant language barriers that were present among the researchers
 MATHEMATICS AS A UNIVERSAL LANGUGE; TRANSCENDING CULTURAL LINES

and the Brazilian students. This finding is significant in that it further implicates mathematics as

a universal language.

Mathematics Creates Mutual Intersection among All People

Envisioning mathematics through a culturally responsive lens, we found through the

cultural learning experience that mathematics can create a mutual intersection among ALL

people. It cannot be overemphasized that only a limited number of people (two) in the classroom

spoke both English and Portuguese. However, students and researchers were able to find
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common ground to discuss mathematics and foundational concepts through the use of pictures

and symbolic representation. This case revealed that despite arguments that mathematics is

acultural, mathematics should be seen as a discipline that encompasses multiple cultures.

Acultural mathematics does not allow for links to students’ cultures, serving as a major barrier to

achievement of many groups being historically underrepresented in mathematics and ultimately

causing students not to see mathematics as a subject that has any meaning or value for their

current or future lives. However, multicultural mathematics allows connections to be made

between mathematics and the real world. Scholars continue to work toward linking mathematics

and multiple cultures (Bishop 1988; D'Ambrosio 1985; Frankenstein 1990; Zaslavsky 1993).

Keeping this dynamic in mind, teachers should continue to position mathematics as a subject that

is meaningful to all students and as a common thread to unite multiple cultures in the classroom.

Through the themes that emerged evidence has been provided to favor mathematics as a

discipline that transcends cultural and language barriers. However, the move beyond these

cultural lines requires certain principles to guide these interactions and experiences. In order to

advocate for and facilitate the acceptance of mathematics as a discipline breaking cultural
 MATHEMATICS AS A UNIVERSAL LANGUGE; TRANSCENDING CULTURAL LINES

barriers inside the mathematics classroom and beyond, a list of foundational guidelines has been

composed;

Guidelines for Breaking Cultural Barriers in the Mathematics Learning

1. All parties must have some previous foundational knowledge/understanding of

mathematics.

In order to be successful at facilitating the understanding between different culture caused

by language barriers and other factors, participants working to achieve this goal must have a
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common starting place. In the universal account discussed previously, both parties had their own

foundational knowledge of the mathematics concepts being discussed which assisted in

furthering not only the understanding of the mathematics but also the difficulties experienced

through the language barriers.

2. Learners should be open to embracing new ideas about different cultures when

presented with the opportunity.

According to researchers at California State University Sacramento “Ethnomathematics theory

provides a basis for acknowledging the structures in society that deal with majority communities

concerns, it connects culture and mathematics to enable it to enrich student subject matter

understanding and bridge the often perceived gap between mathematics and their day to day

lives. An ethnomathematics perspective provides a transformational space for students in

society” (p. 1).

3. Learners must be willing to work diligently to find common threads among

mathematical languages and cultures.

Research has shown that collaborative learning is necessary to enhance critical thinking skills

(Totten et al., 1991; Gokhale, 1995) and is necessary for cultural development (Bruner, 1996;
 MATHEMATICS AS A UNIVERSAL LANGUGE; TRANSCENDING CULTURAL LINES

Tomasello, 1999). Economedies (2008) reports that “Learners with diverse cultural background

may have divergent modes of communicating, interacting, and working. They may have different

views of the world, different values, behaviors, and attitudes. They may also develop different

feelings and thoughts during the collaborative learning activities. Therefore, the system should

take into consideration cultural aspects of the learners in order to support every individual learner

as well their efficient interaction and goal accomplishment” (p.244).

4. There will be a sense of discomfort and unfamiliarity when working

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collaboratively among language barriers.

“Cultural pluralism can create positive learning outcomes such as improved working

relationships, Culture-aware collaborative learning 245 better interaction skills, and growth in

cognitive reasoning” (Economedies, 2008 p. 245-246). Participants from different cultural

backgrounds can offer a great variety of skills, information, knowledge, and experiences that

could possibly enhance and improve the overall quality of collaborative learning (Rich, 1997;

Economedies, 2008). However, the differences among languages and cultures must be

acknowledged and effective strategies for overcoming these barriers must be put into place.

5. The beauty of mathematical truths across culture must be celebrated when

discovered.

As mentioned earlier in our discussion of the theme surrounding mathematics being

empowering, success in mathematics should be acknowledged. Much research exist surrounding

positive reinforcement (Walker & Buckley, 1968). While praise and rewards are seen as

beneficial coming from the teacher, students need to be encouraged to celebrate themselves.

Marzno (2009) presents strategies that yield effectiveness and high student engagement and

encourages educators to allow time to celebrate students’ success. It should further be noted that
 MATHEMATICS AS A UNIVERSAL LANGUGE; TRANSCENDING CULTURAL LINES

ethnomathemics encourages students to know and praise their own and other cultures

(Mukhopadhyay et. al. 2009)

These principles provide common a starting point for attempting to transcend cultural

boundaries both inside and outside of the classroom. Recall that the main arguments against

mathematics as a universal language were based on the difficulties that ELL students were

experiencing. These principles might be useful in the classroom when working with both ELL

learners and heterogeneous learning levels in mathematics. These ideas should be woven into the
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learning process and should receive a commitment from all parties involved. These principles

may also prove useful when exchanging mathematical concepts in global learning situations.

Conclusion and Implications for Classroom Teaching

To be clear, we are not making the argument in this paper that different cultures do not

hold their own mathematical norms. However, we are stating that mathematics carries certain

truths that cannot be overlooked in all cultures. Mathematics is comprised of characteristics that

are universal such as some symbols, theorems and procedures, which are consistent and help to

quantify mathematics as a universal language. From this viewpoint, through the use of

foundational mathematical concepts and embracing cultural ideas, the teaching and learning of

mathematics could stand to break barriers across cultural lines inside and outside the

mathematics classroom.

This work has implications for mathematics classrooms across the United States and

beyond. It is imperative that mathematics is not seen as an acultural subject but instead is

acknowledged for the similarities and difference that can be embraced across cultures. Cultural

diversity allows mathematics to be seen through a real world lens and further implicates

mathematics as a universal language.

 MATHEMATICS AS A UNIVERSAL LANGUGE; TRANSCENDING CULTURAL LINES

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Biographical Details:

Dr. Patrice Parker Waller is an Assistant Professor of Mathematics at Virginia State University. Her research interests
include improving teaching and learning mathematics abroad, teaching mathematics for social justice and
mathematics pre-service and in-service teacher development. Dr. Waller holds a Doctorate of Philosophy in Teaching
and Learning with a concentration in Mathematics Education from Georgia State University.