ABSTRACT
The chapter discusses the complexity of broadening the Western school mathematics curricula to include mathematical language games of diverse outside school forms of life. One of the key elements of this complexity is that mathematical language games taught in school curricula follow the abstract and formal rules that constitute a grammar marked by transcendence. Otherwise, the mathematical language games associated to outside school forms of life are marked by contingency. Even so, we claim that it is necessary to broaden school mathematics curricula if it is relevant that students effectively learn to deal with their life necessities.
