Abstract
Cultural and linguistic heterogeneity at schools and multicultural education have become an integral part of education. Although teachers of mathematics might think multicultural topics should be covered in other subjects, they have to face "multicultural reality" and plan and conduct lessons respecting the needs of learners from diverse cultural and linguistic backgrounds.
Moreover, mathematics of other cultures can bring new perspectives and enrich mathematics education as such. The paper presents an experiment showing that traditional mathematics content can be adapted to include multicultural topics and can be well used in culturally and linguistically heterogeneous classrooms.
Activities presented in the experiment pay due attention to linguistic and cognitive aspects. Thus they respect the needs of pupils from different cultural and linguistic backgrounds.
The results of this study are relevant for mathematics educators as well as in-service and pre-service teachers.