This article addresses how mathematics education in the People’s Republic ofChina, a unified and multinational country, is implemented to cope with thechallenges of cultural diversity. The article begins with a general overview ofethnic minority education, and then attempts to articulate the various mathematicalcultural practices in ethnic minority groups. The article then examines the reform,exploration, and development of mathematics education for ethnic minoritygroups, including curricula, teacher education, and studies in mathematics education.Finally, the authors propose a newstarting point for further implementation ofcultural diversity in mathematics education.