This article discusses the problems of the culturological approach as a methodological principle of the theory and practice of modern education, historical and philosophical foundations of the formation and development of mathematical education in elementary grades. The authors of this article take part in the discussion around the problem of ethnomathematics, which will continue on the pages of the world scientific literature for several years. We would also like to express our opinion, our ideas on this issue and offer our opinion on the solution to this problem. We would like to acquaint the reader with the experience of including the ethnomathematical component in teaching mathematics in primary school in the Republic of Kazakhstan. The significance of our study is that in the lessons of mathematics the tasks of mastering the required level of mathematical education and sociocultural problems were solved.