Polysemic Interactions between Ethnomathematics and Culturally Relevant Pedagogy

Abstract

Over the past three decades, the theoretical bases for ethnomathematics (D’Ambrosio 1985) and culturally relevant pedagogy (Ladson-Billings 1995) have sought to ease sociocultural concerns as part of an examination of the cultural and socioeconomic influences on the processes related to teaching and learning mathematics. This includes knowledge, as well as a commitment to challenging social injustice, and reflections upon educational challenges involving identifying obvious and subtle individual, institutional, and cultural actions that perpetuate social structures.