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Ethnomathematics as a program studies the cultural aspects of mathematics. It acknowledges that there are different ways of doing mathematics by considering the appropriation of academic mathematical knowledge developed by different sectors of the society as well as by considering different modes in which different cultures negotiate their mathematical practices. Ethnomathematics researchers investigate ways in which different cultural groups comprehend, articulate, and apply ideas, procedures, and techniques identified as mathematical practices.

To discuss perspectives is to reflect on our wishes, goals, and actions, which are all in the present. In order to do that, we rely on past experiences; thus, the present is the interface between past and future. Before reflecting on perspectives, I will recount some moments of my trajectory in ethnomathematics.

Ethnomathematics uses the etymology of three Greek roots, , and . It is a program that incorporates mathematical ideas and procedures practiced by the members of distinct cultural groups, which are identified not only as indigenous societies but as groups of workers, professional classes, and groups of children of a certain age group as well.

With the growth of ethnic and linguistically diverse student populations in schools, curricula should reflect the intrinsic, social, and cultural learning of students and teachers should be supported in their preparation to address such differences. Ethnomathematics draws from the sociocultural experiences and practices of learners, their communities, and society at large, using them not only as vehicles to make mathematics learning more meaningful and useful, but, more importantly, to provide students with insights of mathematical knowledge as embedded in diverse environments.