ABSTRACT
Mathematics is culturally situated, with its own history that has developed in rich and diverse ways in different cultures over thousands of years, and there are benefits to young people in experiencing mathematics in these ways. The learning and teaching of mathematics can provide opportunities for practice-based mentors and pre-service teachers to show that they value diversity and challenge racism in the classroom. This chapter offers school-based mentors further consideration of these issues, models of support for developing such approaches with beginning teachers and what might be meaningful learning experiences for students using historical and cultural aspects of mathematics.
