This survey on the modernity of ethnomathematics
addresses numerous themes related to both ethnomathematics and mathematics
education. It offers a broader view of mathematics, including ideas,
procedures, concepts, processes, methods, and practices rooted in distinct
cultural environments. In addition, by reflecting on the social and political
dimensions of ethnomathematics, another important aspect of this research
program is the development of innovative approaches for a dynamic and glocalized
society. Ethnomathematics recognizes that members of different cultures
develop unique mathematical techniques, methods, and explanations that allow
for an alternative understanding and transformation of societal norms. The
theoretical basis of ethnomathematics offers a valid alternative to traditional
studies of history, philosophy, cognition, and pedagogical aspects of
mathematics. The current agenda for ethnomathematics is
to continue an ongoing, progressive trajectory that contributes to the
achievement of social justice, peace, and dignity for all.  The debates
outlined in this book share a few of the key ideas that provide for a clearer
understanding of the field of ethnomathematics and its current state of the art
by discussing its pedagogical actions, its contributions for teacher education,
and its role in mathematics education.