Abstract
Ethnomathematics has gained a certain level of momentum in the developing countries, and some developed countries with multicultural backgrounds. On the other hand, critical mathematics educaton that originated in developed countries, has highlighted critical points of ethnomathematical research. In this research the complementary relation between critical mathematics education and ethnomathematics has been deliberated in order to connect ethnomathematics to school mathematics as a part of educational endeavor. Subsequently a foundational framework has been proposed to strengthen the critical nature by means of reciprocity and develop mathematics education based on ethnomathematics.
