Abstract
The critique of ethnomathematics by Rowlands and Carson that appeared recently provides an opportunity to open debate on cultural issues in mathematics. This response argues that such debate must be based on contemporary writing in the field, and should not focus on extreme views within the political justification for ethnomathematics. It addresses some of the philosophical questions raised by Rowlands and Carson, and the relationship of the field with indigenous knowledge is raised. We also suggest that the role of ethnomathematics in mathematics education is now predominantly an empirical matter,and comment on some preliminary results from recent studies that indicate a positive role for culturally-based curricula.
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