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There is a pervasive belief in the United States that some students do not have the "math gene" and therefore cannot learn significant mathematics. Traditionally, these students have included students living in poverty, students for whom English is a second language, and non-whites. Research suggests that all students can learn significant mathematics if they receive a quality educational experience with the extra support that they need, but teachers must have high expectations for all students. One way for teachers to combat the belief that some students cannot learn mathematics is to highlight the contributions to mathematics of other cultures, including Africa, India, China, and South America--long before western mathematics. This history can motivate some students to learn the mathematics teachers are presenting. For example, tessellations, symmetry, and geometric transformations are found in Native American and African designs.
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