Mathematics curriculums and pedagogy do not cater to minority students. This paper will concentrate on Latina/o students with the understanding of the battle of all minorities and the poor with insensitive curriculums and un-culturalized schooling. With the No Child Left Behind Act (NCLB) law, schools must perform according to standards and levels of achievement for fear of heavy sanctions and humiliating criticisms from the community and media. We must move away from extreme amounts of pressure we place on teachers and students starting at the third grade level all the way to high school graduation. Instead, we must reform the current accountability and test driven curriculum fad to a curriculum, in particular mathematics, which is culturally sensitive to students of all races, ethnicities, creeds, and gender. This paper will introduce the transformation from accountability to culturally responsive mathematics pedagogy. A brief literature review will set up the basis for a curriculum reformation. Reasons for transformative math pedagogy will be followed by a framework of intervention of engineering, place of the teacher, and ethnomathematics. Further discussions in the paper will allow for topics of further research and implications.