EthnoMaths: Fostering Inclusion in Secondary Education through the Intersections of Mathematics with Culture and Language

Mathematics is widely perceived as a universal, culturally neutral discipline. In reality, language and cultural background profoundly shape how learners access, interpret and engage with mathematical knowledge. Students from migrant and minority backgrounds consistently face barriers rooted not in ability, but in insufficient linguistic scaffolding and a curriculum that does not reflect their cultural contributions to mathematics.

EthnoMaths addresses this gap by introducing ethnomathematics, the study of the relationship between mathematics, culture and society, into secondary education across four European countries. Drawing on the foundational work of Ubiratan D’Ambrosio and established ethnomodelling traditions developed with indigenous and minority communities in Brazil, the project develops curriculum-aligned, classroom-ready resources that make mathematics more inclusive, more meaningful and more rigorous.

The project delivers three interconnected outputs:

A Visual Guide on Ethnomathematics (WP2)  a four-part docuseries comprising written modules and video documentaries covering storytelling and problem-posing, practical applications and ethnomodelling, interdisciplinary connections with art, history and literature, and culturally responsive lesson design for mixed-ability classrooms. Developed and validated through interdisciplinary Living Labs engaging linguists, ethnographers, sociologists and mathematicians.

A Dynamic Math and Language Dictionary (WP3) — a digital, multilingual platform covering 60 high-frequency and conceptually demanding terms across Algebra, Geometry, Trigonometry and Deductive Reasoning. Each entry integrates formal definitions, contextualised examples, multilingual scaffolds and interactive ethnomodelling sequences using tools such as GeoGebra and Desmos. Available in English, Greek, German, French, Portuguese, Arabic and Ukrainian.

A Pedagogical Suitcase for Ethnomathematics Exhibits (WP4) — five validated hands-on and digital exhibit prototypes designed for secondary classrooms, connecting curriculum topics with cultural artefacts and practices (e.g. Cypriot Fythkiotika weaving patterns and geometric transformations; knotting in maritime cultures and Knot Theory; intercultural growth narratives and exponential functions). Accompanied by a curriculum-linked Handbook, 15 lesson plans and 15 UDL-based worksheets, and a 25-hour teacher training programme linked to a micro-credential.

All outputs will be piloted with over 240 teachers and students across the four partner countries, with structured inclusion of multilingual learners and students with learning difficulties. EthnoMaths is implemented in close collaboration with, the first Museum of Non-Formal Mathematics in Cyprus, and a network of associated European mathematics museums including IMAGINARY, Mathematikum Giessen, Museu de Matemàtiques de Catalunya, Fermat Science Museum and NEMO Science Museum.

Coordinator: C.I.P. Citizens In Power (Cyprus)

Partners:Université Lyon 1 Claude Bernard (France) | Pädagogische Hochschule Wien (Austria) | SPEL – Sociedade Promotora de Estabelecimentos de Ensino LDA (Portugal) | P.G.M.S. Private Grammar & Modernschools Limited (Cyprus)