For example, Indians and Chinese believe that a result in mathematics can be validated by any method, including visual demonstration, whereas Europeans expect a conjecture to be proven step by step, starting with self-evident axioms. Ethnomathematical methods vary according to interest, motivation, and certain codes and jargons that do not belong to the realm of academic mathematics. Discussion of ethnomathematical procedures can prompt the exploration of methods that students bring with them into the classroom. Moreover, these invented algorithms are grounded in real-life experiences and students' own construction of knowledge, thereby making the mathematics more meaningful. Positive attitudes toward different cultural groups can be encouraged by using mathematics to study social or cultural issues.
Statistical data can reveal and dispel stereotypes and myths that affect cultural groups.
The module includes national statistics on 8th graders' attitudes toward classes, expected occupations, feelings about school, and problems teenagers have, reported by race and ethnicity. Students are asked to complete surveys on these topics before the national statistics are discussed. Later, the students tally, present, and compare their data to the national data. Multicultural literature can not only help with content integration but can also help with prejudice reduction by depicting what is unique to a specific culture and what is universal to all cultures. In this story, a teenager and his younger brother discuss collecting bottles and cans to purchase a gift for their mother.