Abstract
Many contributions of diverse cultures foster a rich understanding of mathematics. Knowing how one's culture has contributed to mathematics and how these contributions enhance our cultural environment supports the acquisition of mathematical power. However, discussing culture in mathematics classrooms for a one-week celebration of women in mathematics or a one-month recognition of the contributions of African Americans is not enough. Cultural learning that recognizes race, ethnicity, gender, and social class should be woven into the fabric of mathematics lessons throughout the year. Yet many teachers have limited backgrounds in promoting culturally relevant mathematics in meaningful ways.
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