Mathematics as a World Language or Mathematics as a Collection of Dialects?

A great deal of the history of research in ethnomathematics has been dominated by the ideas that are fundamental differences in ways of doing mathematics among various cultures, these differences are critical for the understanding of human nature. Based on the ethnomathematics theory, this article will demonstrate that there are different algorithms people use to solve problems as individuals and as cultural groups. Mathematics has been seen as neutral subject areas in which student background knowledge such as culture, language, and heritage are detached from the curriculum. Ethnomathematics theory provides a basis for acknowledging the structures in society that deal with majority communities concerns, it connects culture and mathematics to enable it to enrich student subject matter understanding and bridge the often perceived gap between mathematics and their day to day lives. An ethnomathematics perspective provides an adjustable space for students in society.