A Comment On: Rowlands and Carson 'Where Would Formal, Academic Mathematics Stand in a Curriculum Informed by Ethnomathematics? A Critical Review'.

Suggests that debate on cultural issues in mathematics provided by the critique of ethnomathematics must be based on contemporary writing in the field and should not focus on extreme views within the political justification for ethnomathematics. Addresses philosophical questions raised by Rowlands and Carson and comments on preliminary results from recent studies that indicate a positive role for culturally-based curricula. (Author/KHR)