Abstract
Understanding the concept of ``culture'' can serve as a motivational factor for interdisciplinary development within school contexts. It establishes connections among areas such as Mathematics, History, Philosophy, Sociology, Anthropology, and others, revealing its transversal character and its influence on human experiences. In this context, this study investigates how different conceptions of culture, from etymological foundations to their objective and subjective manifestations, impact the teaching and learning of mathematics, highlighting the potential of ethnomathematics to bring formal knowledge closer to students' sociocultural practices. The analysis discusses how values, experiences, and cultural repertoires influence the construction of mathematical meaning and emphasizes the importance of teachers recognizing these elements when planning pedagogical interventions. It is argued that integrating ethnomathematical practices can promote greater engagement, contextualization, and equity by legitimizing different forms of reasoning and connecting school content to students' lived experiences. The article also points to implications for teacher education, emphasizing competencies related to interpreting students' prior conceptions and mediating between cultural and mathematical knowledge. The findings suggest that approaching mathematics through cultural diversity expands learning opportunities and contributes to more inclusive practices at all educational levels. Thus, the study presents a framework that articulates culture, teaching practice, and mathematical development to support educators in contemporary educational contexts.
Keywords
Culture, Ethnomathematics, Mathematics Education, Teaching Practice, Diversity in Education
How to Cite
Morelo, R. G., (2026) “Mathematics Education Rooted in Culture: Contributions of Ethnomathematics to Classrooms from K–12 to Higher Education”, Ohio Journal of School Mathematics 103(1): 4, 47-57. doi: https://doi.org/10.18061/ojsm.6962