2. The study of mathematical ideas of a non-literate culture (Ascher & Ascher, 1986; cited in Barton, 1996, p. 209).
3. A cultural product which has developed as a result of various activities (Bishop, 1988, p. 182).
4. The study of the mathematical ideas of traditional peoples” (Ashcer, 1991, p.1).
5. The cultural anthropology of mathematics and mathematics education (Gerdes, 1993; cited 1997, p. 332).
6. Any form of cultural knowledge or social activity characteristic of a social and/or cultural group, that can be recognized by other groups such as ‘Western’ anthropologists, but not necessarily by the group of origin, as mathematical knowledge or mathematical activity” (Pompeu, 1994, in section entitled “Another Definition of Ethnomathematics?”).
7. A research programme of the way in which cultural groups understand, articulate and use the concepts and practices which we describe as mathematical, whether or not the cultural group has a concept of mathematics” (Barton, 1996, p. 214).
8. The mathematics of cultural practice (Presmeg, 1996; cited 1998, p. 328).
9. A cluster of ideas concerning the history of mathematics, the cultural roots of mathematics, the implicit mathematics in everyday settings, and mathematics education” (Vithal and Skovsmose, 1997, p. 133).
10. Concept which considers the ways in which different modes of thought or culture may lead to different forms of mathematics, such as culturally different ways of counting, ordering, sorting, measuring, inferring, classifying, and modeling. In this way the abandonment of notions of generality which often cover for Eurocentric particularities, can lead to the acquisition of an anthropological awareness of ways in which different cultures can produce mathematics. *Can also be considered mathematical knowledge expressed in the language code of a given sociocultural group. *Different cultural expression of mathematical ideas, manifested in written or nonwritten form, oral or nonoral form. *An everyday mathematics which allows individuals to function effectively in the world and, contrasted with academic mathematics which are taught in schools, allow for elite management of a society’s ideas, insights, and knowledge sets. Architects, engineers, accountants, and children have distinct ways of reasoning, of measuring, of coding, and classifying, each accordingly has developed their own ethnomathematics. *A conceptual category that has emerged from dialectical discourse between mathematics, education, politics, and culture. It includes and examines the interconnectedness of mathematics with all other disciplines recognizing that while mathematical ideas are expressed in all cultures those ideas vary as they are expressed in the context of each culture. (Collins & O’Brien, 2003, pp. 129-130).