This article analyzes the decisive influence of cultural and linguistic factors on the teaching and learning process of mathematics in educational contexts marked by diversity. The study is based on the premise that mathematics is not a neutral or universally identical science in its transmission, but rather a cultural product subject to semantic and pragmatic variations that directly impact student performance. The methodological procedures adopted are based on a systematic bibliographic review of specialized literature, prioritizing recent productions that dialogue with Ethnomathematics and educational sociolinguistics. The analysis focuses on the invisible barriers created by the dissonance between school mathematical language and the prior knowledge of students from different backgrounds. The main results indicate that valuing the student's cultural repertoire and conscious linguistic mediation are fundamental to democratizing access to logical-mathematical knowledge. It is concluded that it is imperative to reformulate pedagogical practices so that they recognize epistemic plurality, transforming the classroom into an environment of cultural translation and cognitive empowerment.