The purpose of this article is to expose, from the perspective of two mathematics teachers from southern Chile, the phenomenon of encounter and recognition lived today by the immigrant population in the field of school mathematics, under three broad categories of sociolinguistic codes installed in the professor's discourse and their relationship with the curriculum, namely, the empowerment, immigrant schooling and school failure. This exploratory, descriptive and interpretative study, with a microetnographic touch, is based Bernstein's Sociolinguistic Codes Theory on to observe the tensions between national politics which opens the education to this immigrant population and the lack of preparation of teachers to face cultural changes in the mathematics classroom; revealing that one of the barriers that these students have is the establishment of an effective communication in the school environment.