Abstract
This study determines lecturers' perceptions of cultural impact on math proficiency, going beyond algorithms. The participants were 13 lecturers of prospective primary school teachers training in Indonesia, and we reached information by structured interview. Data was analyzed with a thematic content analysis. The findings unravel educators' unique viewpoints on language, teaching styles, representation in learning materials, and technology use, shedding light on the complexities of fostering a culturally inclusive math education environment. The conclusion synthesizes fundamental discoveries, discusses their implications for educational practices, and calls for an ongoing commitment to integrating educators' perspectives in pursuing equitable and effective mathematical education.
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