ABSTRACT
This chapter discusses three areas such as, language diversity, ethnic diversity within maths, and ethnic diversity around school. Language diversity and diversity within maths may be achieved in individual classrooms, they are far more effective if they derive from a policy that is thought out and acted upon by the whole school. The teacher should consider language diversity during the planning of class work, so that it forms one of the strands that are interwoven through all of children's work. Ethnic diversity within maths can be included in many subtle ways. The children may have experiences and memories of encountering various number and money systems, or of 'losing' or 'gaining' an hour. Some may have experienced different daylight lengths or have knowledge of calendars from other cultures. For a school to be committed to ethnic diversity and to equality within the school, the staffs need to have thought out their attitudes towards and strategies for multi-cultural and anti-racist education.
