This chapter examines how semiotic resources can enhance mathematics education in linguistically and culturally diverse classrooms. With increasing global diversity in educational settings, the impact of language diversity on learning has become an essential consideration. Using a theoretical lens of social semiotic theory, the research challenges traditional communication approaches by exploring how various modalities—including concrete materials, drawings, and gestures—can support mathematical understanding. The chapter presents original research using a micro-ethnographic approach to analyse how metaphors and modalities were used to teach Year 2 students mathematics. This investigation demonstrates that different modalities can provide students with valuable, culturally appropriate metaphors, particularly crucial in mathematics classrooms where abstraction is fundamental to meaning-making. Through detailed analysis of classroom interactions, this research shows the effectiveness of intentionally planned multimodal approaches and culturally relevant metaphors in teaching computational strategies. The research reveals both the potential and challenges of implementing multimodal representations in diverse settings. Building on these findings, practical recommendations for teachers are offered, emphasising the importance of utilising students’ home languages as resources, strategically planning multimodal experiences and ensuring the cultural appropriateness of chosen metaphors. While acknowledging existing research on mathematical representations, the need is identified for further investigation into the effective selection and implementation of metaphors and modalities in linguistically and culturally diverse settings. This work ultimately advances our understanding of how semiotic resources can be leveraged to create more inclusive and effective mathematics education for all students.