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MENA countries are facing significant challenges in providing access to quality education for children in the early grades. However, it is important to note that the situation in the MENA region is not so different from that in other regions of the Global South: quality and learning are not being achieved. In MENA countries, achievement in math is not only associated with the effectiveness of teaching and learning, but also with providing an equitable system of education for all children. This paper presents the state of mathematics education in the MENA region and suggests means to improve it according to the pertinent cultural and social context.