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Dissertation
Meeting the expectations of mathematical universality in culturally and linguistically diverse classrooms: a hermeneutic phenomenology study
Doctor of Education (Ed.D.), Drexel University
Mar 2025
DOI:
https://doi.org/10.17918/00010893
Abstract
Math is often described as a universal language, but the reality is more complex for educators in culturally and linguistically diverse classrooms. This study explores how math teachers experience and apply mathematical universality while navigating cultural diversity, language barriers, and instructional adaptations. Through qualitative research, it examines how teachers use translanguaging, bilingual scaffolding, and culturally responsive strategies to make math more accessible and meaningful. Findings show that mathematical universality is not automatic. It is something educators intentionally create through inclusive teaching. Teachers shared that students engage more deeply when lessons include multimodal representations, real-world cultural examples, and opportunities to use their entire linguistic repertoire. However, many teachers expressed frustration with limited professional development, inadequate bilingual resources, and standardized curricula constraints, which make it harder to support multilingual learners. By capturing educators' lived experiences, this study bridges the gap between the assumption that "math is universal" and the reality of teaching it in diverse settings. It offers practical recommendations for teachers, school leaders, and policymakers to support equitable math education, ensuring all students, regardless of language or background, can succeed.
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Details
- Title
- Meeting the expectations of mathematical universality in culturally and linguistically diverse classrooms
- Creators
- Sonya D. Hopson
- Contributors
- Cameron Kiosoglous (Advisor)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Education (Ed.D.)
- Publisher
- Drexel University; Philadelphia, Pennsylvania
- Number of pages
- vii, 193 pages
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- School of Education (1997-2026); Drexel University
- Other Identifier
- 991022042372904721