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Multicultural education is to help prepare students to diverse situations and for teachers to teach students to admire and value the different cultures they are surrounded by. Educators are to help students who may be affected by multicultural of racism, sexism, handicaps, and much more (Subedi, 2010).

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The teaching of mathematics in a multicultural society can help students have a positive outlook on classroom activities such as, teamwork, group settings, and discussions, as well as technology based studies, can help the students learn more effectively (Rifa & Sugiman, 2018).

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Thre use of ICT in the classroom setting, can help the learning approach within the use of mathematics, to help develop intuition, conjecture, prove, show, and see mathematical situations in a practical way (Bhattarai, 2019).

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Incorporating different ways of blended learning, can help students learn in various ways through mathematics. Using blended ICT teaching for mathematics education, can improve learning outcomes within the education systems of learning.

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The use of technology in the classroom, educators can create inclusive mathematic learning settings for all students to help their skill sets, to succeed through using technology.

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In the 70's, the integration curriculum within mathematics instruction was attempted but was unsuccessful. There were more attempts through the 80's as well but there weren't any successful until the 90's where there was a renewal interest in curriculum integration and reformed different strategies (Merritt, R. D., 2023).

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When educators better understand students' life experiences, opportunities emerge for them to capitalize on that knowledge and embed it into the curriculum (Hedges, 2015).

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When the learning environment is created pluralistically in classrooms, it requires educators to take time to learn about each of their students' diverse backgrounds, but when this is carried out through the educators within the classroom for all of their students', it promotes academic achievement (Schachner et al., 2016).

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Educators could change up the curriculum learning skill sets that are usually given to their students, to help promote new learning curves within their students', and this can be implemented through different cultural backgrounds, and relative topics.

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When educators utilize the knowledge of their students' backgrounds, it helps bring the classroom together through the different home lifestyles together, and helps the educators understand their own actions and strengthens, into both their teaching and learning (Hedges, 2015).

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Educators provide an effective teaching, when they have been able to master the content knowledge and teaching skills, and developing culturally sensitive classrooms, to help build a positive learning community (Wilcoxen, et al., 2021).

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When educators acquire a knowledge about cultural diversity in education, it can develop multicultural competence crucial steps for educators to become culturally responsive (Gay, 2000).

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Educators that aim to establish a positive classroom climate for diversity, often face a discrepancy between their actual experiences and desired outcomes (Skrefsrud, 2022).

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Multicultural education could help provide students' with knowledge that they could use in their future careers.

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Throughout education, addressing diverse issues in the classroom, it has been done backwards at times, resulting in not providing all the resources needed to support all learners with different learning skill sets, disabilities/abilities, cultural backgrounds, ethnicity, and other differences (Ololube, 2011).

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Being able to create a diverse learning environment, to meet all of your students' learning skill sets can be a challenge to educators.

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Educators need to provide different curriculum learning settings to can meet all of the students' needs for them to achieve through their learning abilities/disabilities, to help engage all students (Onyishi, C. N., 2022).

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Educators can provide different learning sets, such as different books to read with different tasks (Levy, 2008).

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Creating a relationship with the students' parents/guardians goes beyond an occasional interview, especially with new families, this can help create a more solid family-school relationship (Benediktsson, A. I., 2023).

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Building an engagement relationship with families, it isn't a one-size fits all because each family may require different assistance (Benediktsson, A. I., 2023).

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The engagement of families and the community with educators and the school, it is one of the most promising ways to improve students' learning and build equitable schools (Caspe, M. & Hernandez, R., 2024).

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A way of supporting and equipping educators with the knowledge, skills, and stance of family and community engagement is necessary to be able to establish mutual respect, understanding, and trust amongst each other, to make sure that every student feels seen, protected, and educated (NAFSCE, n.d.)

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There are all different types of framework programs that can help with family and community engagement, such as different community-based projects, book club sessions, and groups that can help advocate for the students (Caspe, M. & Hernandez, R., 2024).

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Educators have found ways to help increase connections between course content and the communities around them (Caspe, M. & Hernandez, R., 2024).