<p>This paper argues that one of the reasons for the poor quality of learning of Filipinos may be attributed to a system of mathematics education whose curricular content and pedagogical approaches are borne out of a colonized framework. It discusses the need for decolonizing mathematics education and the ways by which Ubiratan D’ Ambrosio’s Program Ethnomathematics can serve as a framework for doing so. In analyzing D’ Ambrosio’s body of work, as well as those written by scholars who shared his vision, the study forwards a set of guide questions grounded on the six dimensions of ethnomathematics to critique existing curricular structures and pedagogical approaches and applied the same to examining curricular objectives and exemplars such as relational symbols and counting numbers at the primary level. Findings suggest that while reforms like the K to 12 Basic Education Curriculum invoke learner contexts, they often fail to meaningfully integrate historical, cultural, and linguistic knowledge, thus highlighting that ethnomathematics should not merely supplement mainstream approaches but serve as a framework for renewing curriculum and pedagogy in ways that advance learner autonomy, equity, and social justice.</p>