Ethnomathematics is dead. Long live ethnomathematics!

The meaning, scope, and educational purpose of ethnomathematics remain subjects of continuing scholarly debate. While some researchers conceptualize ethnomathematics as an instructional approach for facilitating the learning of formal mathematics, others emphasize its contributions to mathematical understanding beyond conventional school practices or its potential to promote cultural emancipation and social justice. Clarifying these perspectives requires a more coherent conceptual framework for evaluating the aims and educational contributions of ethnomathematics. This study examines the philosophical and pedagogical relationships between ethnomathematics and the Montessori method, arguing that both approaches share common educational principles and broader socio-cultural aspirations. Adopting an ethnographic approach, the study draws upon informal conversations with teachers and students at an Amazonian university in Latin America, complemented by an interpretative analysis of Montessori literature. The findings reveal substantial convergence between the two approaches within the framework of culturally responsive pedagogy, particularly in their emphasis on connecting learning with learners’ prior experiences, cultural knowledge, and familiar environments. Whereas the Montessori method primarily supports children’s cognitive development through culturally meaningful materials, ethnomathematics extends these principles across diverse cultural and social contexts by integrating learners’ everyday mathematical practices into formal education. This conceptual relationship positions ethnomathematics as a pedagogical continuation of Montessori principles and broadens its applicability beyond ethnic communities to any learning context grounded in learners’ cultural experiences, thereby offering a novel theoretical perspective for contemporary mathematics education.