Sketching three different approaches to mathematics education, I choose for a pluralistic view, called multimathemacy. The focus is on cultural diversity and particular and local skills and insights in the out-of-school knowledge of the children. "Trivial mathematics" as Hardy called it can be used as a bridge between these skills and insights and the abstract thinking in so-called pure mathematics. The sociocultural learning theory of the Vygotsky school and its contemporary elaborations should be adopted in teaching procedures and curricula to that end.