<p>Although Sub-Saharan African immigrant youths are unique, their school experiences are usually absorbed into categories of other minority groups or the general Black population. Drawing on interviews with parents who have migrated to Alberta, Canada, from Sub-Saharan Africa within 5&#xa0;years, we identify storylines they used to make sense of their children’s mathematics learning. We considered these storylines through an Afrocentric lens (African Indigenous Knowledge) and identified the positionings the storylines make available for the parents, their children, and their children’s mathematics teachers. The storylines include: Mathematics learning is a communal responsibility; Parents expect their children to respect their teachers; Mathematics teachers are also responsible for the moral upbringing of the child; Students should learn in cohorts based on knowledge and experience; Mathematics is a gateway to successful career opportunities; Most African immigrants’ children from diverse linguistic backgrounds can excel in mathematics in regular classes; and African children come from a brilliant line of mathematics learners. The identified storylines in this study invite educators to (re)imagine new positionings and practices in mathematics classrooms and in schools, positioning African immigrant youths and their families in asset-based ways. This article is part of a special issue titled “Parents, caregivers and community in mathematics education”.</p>