Current reform in mathematics education, spurred by the National Council of Teachers of Mathematics (NCTM), emphasizes the importance of making connections to the realworld experiences of children. Even in such activities as riding a bus, subway train, or bicycle to school, the cultural experiences of children from diverse backgrounds provide teachers and students with a plethora of mathematics problems. Culture is meaning that is shared by a group of people who hold common values and beliefs (Malloy and Malloy 1998). Members of the group may have racial, ethnic, political, or community ties, which can be used as springboards for culturally relevant teaching.
Jacqueline Leonard and Smita Guha are interested in blending student culture with formal mathematics instruction.