In Guise of Conclusion

Abstract

With the growth of ethnic and linguistically diverse student populations in schools, curricula should reflect the intrinsic, social, and cultural learning of students and teachers should be supported in their preparation to address such differences. Ethnomathematics draws from the sociocultural experiences and practices of learners, their communities, and society at large, using them not only as vehicles to make mathematics learning more meaningful and useful, but, more importantly, to provide students with insights of mathematical knowledge as embedded in diverse environments.