Discussing culturally relevant education and its connection to cultural aspects of mathematics through ethnomathematics
DOI:
https://doi.org/10.5007/1981-1322.2020.e67502Abstract
In this article, we discuss Culturally Relevant Education, Culturally Relevant Schools, Culturally Relevant Pedagogy, and the Cultural Aspects of Mathematics. The common theoretical basis of these knowledge fields is interrelated in relation to the development of Ethnomathematics. In this context, educators respect students from diverse cultures by making continued and genuine efforts to understand their social and cultural perspectives in order to welcome innovative learning experiences and pedagogical actions by approaching them with flexible attitudes and postures towards cross-cultural understandings. Thus, it is imperative to apply policies and practices that values educators, teachers, and students with the objective of enabling them to interact effectively in a culturally diverse environment.
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