This position paper argues that ethnomathematics, while not a curriculum (nor a discipline, that is why D’Ambrosio call it a program), is a confluence of ideas and concepts that may lead to different mathematics engagement of our students. Just as water swirls together from multiple sources, so does our cognition when many ideas are brought together, leading to a cognitive confluence. e definition of ethnomathematics, as coined by D’Ambrosio in 1985 sets the foundation. Scholarship from other disciplines is included, as these areas motivate new thinking, new questions, and new perspectives.
