ABSTRACT
This chapter addresses some of the major facets of multicultural education. Mathematical principles may not in and of themselves be "cultural", but as soon as those principles are used by human beings, what is done becomes culturally influenced. Mathematics, therefore, is a reflection of the culture using it. Like culture, there are differing views on what constitutes multicultural education. The term ethnomathematics was coined by Ubiratan D'Ambrosio to recognize two distinct areas of mathematical literacy: school mathematics and the mathematics practices of a given cultural group. The achievement of minority students on national or international standardized tests (NAEP, PISA, TIMSS) has always trailed white and Asian students. Research on whether Standards- Based Strategies (SBS) can promote equity by reducing the gap between lower and higher mathematics performance of SES students has not been promising. Some of the notable successful SB equitable programs in operation today include Project SEED, the Emerging Scholars program, and The Algebra Project.
