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The perpetual and constant change in the cultural diversity of the Canadian classroom lends itself to the development of mathematics activities based on traditional symbols related to different cultures. This paper presents the importance of linking mathematics, culture and community and ways of doing so that take into consideration the cultural diversity of the students in order to develop learning activities. Mathematical concepts based on cultural perspectives allow students to not only reflect and appreciate their own culture but also the culture and traditions of others. The involvement of members of the community is an essential part of the integration of cultural components into mathematical activities.
Yvette d’Entremont (2015) studied this question.