ABSTRACT
All good teachers respect their students. Th is includes listening to and learning from their students. In this case, all cultural backgrounds will be honored. But, since mathematics has traditionally been taught from a very narrow perspective, the serious contributions of most cultures and other groupings of people have been ignored or trivialized in teacher education, resulting in omissions from mathematics education curricula that can have the consequence of devaluing and disrespecting many students’ cultural backgrounds. In this chapter, we propose that an ethnomathematical perspective can enrich mathematics curricula in ways that promote cultural responsiveness in mathematics education.
