One of the challenges faced by educational systems around the world is related to the growing number of students from linguistic and culturally diverse backgrounds. Both cultural and linguistic diversity draw increased attention by many teachers and researchers as areas identified as having connections to failed educational systems. There is a growing sense of urgency to resolve this inability to effectively educate all students. In the context of social justice, it is necessary to examine the embeddedness of mathematics in cultures, while drawing from ethnomathematical approaches that take on linguistic and cultural forms of knowledge production in the mathematics curricula. This pedagogical approach intends to promote social justice and the overall quality of students’ educational experience.