The realisation that mathematical knowledge is something that has grown out of human effort - effort that has an inevitable cultural dimension - is central to any proper understanding of the subject in later education. The very first bases of these can be established in the ways that mathematical learning is fostered at the Foundation Stage.
* Give the children some picture of the contribution made by many different cultures to our mathematical knowledge, and how Chinese, Indian and Arab thinkers did so much for us.
* Counting rhymes and songs are important foundations stones of arithmetic.
Avoid using ones from Britain alone. Look for alternatives, such as those from the Caribbean, that are already in English.
* Similarly, when sorting objects make use of toys, tools, fruit and vegetables from a variety of cultures.
* Later in the children's education, mathematical analysis of Arabic tile patterns, Chinese lattice patterns or traditional textile patterns from Black Africa can provide an important part of mathematical education. Lay some of the basis for this by making use of such patterns in various play activities, thus making them familiar.
* When celebrating various festivals, do not simply slot them into the setting's annual programme, thus relating them to the Western Christian calendar, but explain that other cultures have calendars organised in different ways and that this is the reason why they may occur at different times of the British year.
