A major problem with mathematics education in contemporary society is its overwhelming bias towards a Western orientation in its topics and research paradigm. A search for new approaches and methodologies is necessary to record historical forms of mathematical ideas that occur in different cultural contexts, and to take advantage of the an emerging globalization of business, science, religion, art, music and other aspects of culture. There is a need to apply a fundamentally different philosophy, modelling techniques, and an ethnomathematical perspective to mathematics curriculum. In this article, the authors propose to demonstrate how ethnomodelling is a methodology for teaching and learning of mathematics that challenges the prevailing way of thinking.