In any classroom you have many different people and identities entering a room. As an educator it is our responsibility to invite all people to participate in the classroom.  Imagine a class where everyone feels welcomed, everyone feels invited and everyone feels valued. 

Making connections to students interests and identities can make learning meaningful.  Connecting students to their learning can make that learning more meaningful to those students.  If they can see themselves in the curriculum they are more likely to feel included and engage in the material.  They have even found this can be a way to not only help students understand the mathematics but get a deeper understanding of their world around them.  Ethnomathematics can connect students interests and culture to mathematics and open the world up around them.

But the constant challenge as educators is how to support the diverse learners in our classroom.  Each person brings their own culture and identity into the classroom and that changes the classroom culture.  This creates a third culture that educators need create a supportive culture together with the students.  This new community needs to get feedback and adapt to support all learners in the room with an equally supportive curriculum that fosters teamwork and modeling of to engage culturally diverse learners to see their themselves and their peers in their learning.  It should empower all learners to think they are math learners. This is my hope of how a truly inclusive ethnomathematics classroom would look like. I am continually trying to work towards building that classroom culture and curriculum so all learners will feel a place that they can succeed.