Abstract
This paper describes the need and rationale for a culture-inclusive course for prospective and practicing mathematics teachers. From the principles used in such a course as it was originally taught in 1993, up to the present, the graduate ethnomathematics course stresses as a key element students' ownership of their individual and personally meaningful cultural mathematics projects. The projects, personally chosen by students, are reported in the course in writing and in verbal presentations to the class together with activities suitable for school students. Related research which was carried out in a high school mathematics class is also described, together with some of the issues and constraints which arose. Finally, after a description of the course, two examples of students' projects are provided.
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