This book presents a small scale research which was carried out in a primary school in Bahrain and focused mainly on investigating the area of home school relationships and thinking about possible ways of facilitating it; and acknowledging the social and cultural dimensions of mathematics and thinking about possible ways of connecting them to school mathematics. This project intends to shed some new theoretical lights in these two issues, change some aspects of current teaching practices in the case school, and reach useful recommendations for the policy-makers, teacher training and primary school teachers in Bahrain as well as for the wider educational research community.