RUME 28
2026
Alexandria, Virginia
Factors Influencing the Attitudes of Multilingual Learners in Undergraduate Mathematics Classrooms
Page: 1506
This study explores the factors influencing the attitudes of multilingual undergraduates’ attitudes toward mathematics. Drawing from interviews with five Hispanic undergraduates who learned English as an additional language, we adopt a multidimensional definition of mathematics attitudes that encompasses cognitive, affective, and behavioral components. Findings reveal that personal drive, teacher support, and bilingual identity significantly shape students’ mathematics attitudes. The study highlights the need for asset-based pedagogical approaches that leverage students’ linguistic and cultural resources to promote equitable mathematics learning.