A handful of research has shown the importance of integrating cultural practices that resonate with students’ ethnic and background experiences in everyday instruction. Particularly in teacher education courses, there has been an unprecedented focus on valorizing the use of community-based, culturally-oriented learning experiences in light of the diverse demographics that thrive in schools today. Notwithstanding the extensive literature that urged the utilization of cultural immersion experiences as means of increasing cultural sensitivity for students across disciplines, little effort has been documented about the usefulness of immersion for teaching culturally-responsive mathematics. The purpose of this research is to document initial, firsthand field experiences of graduate mathematics education students while engaged in exploring indigenous knowledge systems by immersion in the daily experiences of indigenous cultures in Morocco and South Africa
