Ethnomathematics as a Human Right

This paper considers the field of enquiry called ethnomathematics and its role within mathematics education. I elaborate on the shifted meaning of 'ethnomathematics'. This "enriched meaning" impacts on the philosophy of mathematics education. Currently, the concept is no longer reserved for the so called 'nonliterate' people, but also includes diverse mathematical practices even within western classrooms. Consequently, mathematics teachers are challenged to handle people's cultural diversity occurring within every classroom setting. Ethnomathematics has clearly gained a prominent role, within Western curricula, becoming meaningful in the exploration of various aspects of mathematical literacy. I discuss this enriched meaning of ethnomathematics as an alternative, implicit philosophy of school mathematical practices.