In the past three decades, there has been increased attention on the influence of culture on the teaching and learning of mathematics. Jews and Chinese both have a long history and a rich cultural heritage, and the populations in both communities are known to place high emphasis on education. Has this emphasis anything to do with the cultural heritage in these communities? This paper offers some observations on the essential features of the two cultures. Despite the contrast between the religious roots of the Jewish culture and the secular Chinese culture, the two cultures share some commonalities, including the emphasis on the collective and the reliance on the family and the clan in passing on cultural practices and values. Characteristics in the two cultures that are related to mathematics education are then examined. These include the early development of mathematics in the two cultures, the different traditions of education and academic studies, the collective culture, and the strong involvement of the family in children's education in the two communities. Implications for contemporary mathematics education in the two cultures and beyond, including what mathematics should children learn, what is the goal of mathematics education, and what role does the family play in students' learning, are then discussed. The paper serves to highlight the role played by culture in the development of mathematics and mathematics education.