| Abstract: | This article represents a plea to widen our perspective. Intercultural learning does not only take place when people of different origins come together, but also within one culture. This also applies to the various (scientific) subcultures that exist in society. If we view mathematics as a culture of formal thinking, then the learning of mathematics can be understood as intercultural learning. In order to explain this view, mathematics is presented as a separate culture. The characteristics of mathematics learning (as intercultural learning) are discussed and we reflect on what the field of intercultural education might gain from this perspective. |
