A theoretical discussion to reveal the principles of culturally relevant education in an etnomathematical perspective

The implementation of Culturally Relevant Education helps to develop student intellectual, social, and political learning by using their cultural referents to acquire knowledge. It uses prior experiences of minority students to make learning more relevant and effective in order to strengthen their connectedness with school. Culturally relevant schools contextualize instruction and schooling practices while maintaining academic rigor. In these schools, school leaders, teachers, and staff members are able to recognize and build upon the strengths of students by applying instructional strategies that are culturally relevant. Culturally relevant leadership is grounded in the belief that minority students are able to excel in academic endeavors. Thus, it is necessary to enable the implementation of culturally relevant pedagogy into school curricula, which is designed to fit together school culture with students’ cultural backgrounds to help them to conceptualize knowledge. There is a need to examine the embeddedness of culture mathematics, which takes on the cultural nature of knowledge production into the mathematics curriculum. Ethnomathematics and culturally relevant pedagogy-based approaches to mathematics curriculum are intended to make mathematical content relevant to students. The objective of this theoretical article is to discuss the principles of culturally relevant education according to an ethnomathematical perspective