Teachers have long known that to reach learners, developing instruction that relates to those students’ experiences can be a valuable tool. That is as true for mathematics as other subjects, yet there had not been a comprehensive review of the research on teaching mathematics to culturally and linguistically diverse learners in culturally responsive ways. Two University of Kansas researchers have published a study showing that mathematics taught with students’ sociocultural backgrounds in mind has a wide range of benefits to learners from diverse backgrounds.