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Show how math is shaped by many cultures

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Show how math is shaped by many cultures

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I can point out how different cultures have influenced the way we use math today. For example, algebra has roots in the Middle East, zero came from India, geometry was used in Egypt, and the Mayans created their own number system. This helps students see that math is a universal language built by many people over time.

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Use real-world word problems with cultural contexts 

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Use real-world word problems with cultural contexts 

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I can write math problems that connect to cultural examples, like designing patterns from African textiles (geometry) or calculating distances on trade routes (algebra).

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Connect math to multicultural literature or stories 

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Connect math to multicultural literature or stories 

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I can pair math lessons with short readings or folktales from different cultures, like Native American counting stories or African games that use probability.

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I can highlight how math was used in big historical moments, like geometry in building pyramids, astronomy in Mayan calendars, or statistics in studying migration patterns.

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Instead of teaching every lesson the same way, I can mix methods—like group work, hands-on activities, or visual aids—to match different learning styles.

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Invite students to share their perspectives 

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Invite students to share their perspectives 

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I can encourage students to explain how they solve problems in their own way. This allows different cultural approaches to be respected and shared in class.

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I can design math problems that use examples from students’ real experiences, like budgeting for family meals, sports stats, or cultural celebrations.

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I can give students options in how they show their learning—like creating a project, solving a case study, or writing a short reflection. This helps meet diverse learning needs.

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I can decorate my classroom with posters, images, and examples that show mathematicians and students from many cultures and backgrounds.

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At the start of the year, we can create community rules together that stress kindness, respect, and listening to everyone’s voice.

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I can make sure the examples I use don’t assume all students have the same background. For example, using a variety of names and contexts in problems.

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Celebrate cultural events and contributions 

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Celebrate cultural events and contributions 

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I can recognize holidays or cultural traditions in class, like highlighting math-related inventions or discoveries from different cultures during those times.

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I can invite families to school events where students share math projects connected to their culture, showing how math is part of daily life.

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I can invite local professionals or community members from different backgrounds to share how they use math in their work.

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I can design projects where students use math to study real community issues, like tracking water use, planning gardens, or studying local business data.

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I can help host workshops where parents learn how to support their kids in math while also sharing cultural practices that involve math.

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Embracing Diversity in Mathematics Education 🌍

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In this reflection, I share my experiences studying secondary education in mathematics at Grand Cane University and how diversity and my personal virtues influenced the creation of my toolkit. I emphasize the importance of representing various cultural backgrounds in math education and connecting lessons to students' real lives. I learned that respecting diversity goes beyond celebrating holidays; it requires real changes in teaching methods to make every student feel valued. Additionally, I discovered the significant connection between math, history, and culture, which I believe is crucial for students to understand. I'm excited to apply these insights in my future teaching and build an inclusive classroom where all students feel safe and respected.

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Dian Kurniawan, Sri Tirto Madawistam, & Yeni Heryani. (2024). The Influence of Culturally Responsive Teaching through Values, Culture and Character Education on Students’ Mathematics Learning Outcomes. Jurnal Lebesgue, 5(3), 1656–1672. https://doi-org.lopes.idm.oclc.org/10.46306/lb.v5i3.745

Elish-Piper, L. (2025). Family Engagement in Literacy: Using Easy At-Home STEM Activities to Encourage Reading and Writing. Illinois Reading Council Journal, 53(3), 44–48. https://doi-org.lopes.idm.oclc.org/10.33600/IRCJ.53.3.2025.44