Currently, one of the major dilemmas in mathematics education is the hidden bias toward a Western orientation in its scholarly and research paradigms. While being mindful of the emerging glocalization of science and mathematics, and other features of a given culture, the use of innovative and alternative methodological approaches is necessary to record historically diverse forms of mathematical knowledge and knowings and doings that occur in distinct cultural contexts. It is essential at this critical stage of human development that members of distinct cultures look at diverse traditions in the scientific and mathematical fields. So, the authors have applied different philosophies, modeling techniques, and an ethnomathematical perspective to the mathematics curriculum. Thus, the connection between mathematics and culture is appropriate and necessary for a deeper understanding of the development of mathematical knowledge aimed at providing a holistic comprehension of human knowledge. Thus, there is a need to develop an understanding of the role of ethnomathematics and the sociocultural perspective on mathematical modeling processes to establish a theoretical basis for ethnomodeling regarding emic, etic, and dialogic approaches. It is important to acknowledge that since the publication of this chapter in 2019, the field of ethnomodeling—the study of mathematical modeling from an ethnomathematical and intercultural perspective—has grown, both conceptually and empirically. Thus, in this theoretical chapter, the authors reflect on how ethnomodeling shapes pedagogical actions in the teaching and learning of mathematics by challenging the prevailing view of the universality of mathematics and the thinking process it entails through decolonization.