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This article examines the first author's personal experiences as a mathematics educator studying ethnomathematics and indigenous knowledge systems (IKS) through immersion in indigenous cultures. In describing these encounters, we highlight the importance and impact of cultural immersion experiences on educators' perspectives regarding the nature of mathematical knowledge. We argue that cultural immersion not only builds a well-rounded individual, but also provides educators with the necessary tools to maintain relevance in the diverse and constantly evolving landscape that is the classroom. Insights gained from this study have direct implications in our teaching practices as they remind us to be mindful of the fact that children from diverse backgrounds have different modes of thinking, possess diverse perceptual abilities, and spend differential efforts on tasks depending on personal criteria which they deem useful.

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My charge in this study is to explore the lived experience of a high school teacher while immersed in a problem solving situation in a classroom setting. The main gist of this investigation is to textualize and, thereof, capture the essence of a teacher's encounter of failing to solve a mathematics problem during one of the classroom sessions. To this end, I use personal experience as a lens to reflect on a teacher's reconstruction of the situation where personal meanings about problem solving and the problem-solving instruction are concealed.

We examined the mathematical, pedagogical and self-efficacy profiles of 13 grade 4 to 6 teachers sampled from five randomly selected schools in Lebanon. The purpose of this study is to explore the impact of providing appropriate training,effective practices and resources for teaching a well-designed curricular intervention. This intervention focused on teachers' sense of self- efficacy and their expectations of students' academic success. Participating teachers were randomly assigned to experimental (TREAT) and Control (COMP) groups. The study employed a quasi-experimental and survey design. We used three instruments to collect data: Pre and Post Mathematics Teaching Efficacy Belief Instrument (MTEBI); Teacher Mathematical Profile Questionnaire (TMPQ); and Teacher Pedagogical Profile Questionnaire (TPPQ). TREAT and COMP teachers were provided with independent training before the implementation of the intervention. Data was analyzed using measures of central tendencies and multivariate techniques. Results of the mathematical and pedagogical profile analysis showed that both groups of teachers used more procedural problem solving techniques rather than conceptual ones. Additionally, results of MANOVA indicated that there were no statistically significant differences between TREAT and COMP teachers' responses on pre and post Personal Mathematics Teaching Efficacy (PMTE) and Mathematics Teaching Outcome Expectancy (MTOE). However, TREAT teachers had significantly higher academic expectations of their students than did the COMP teachers.