<p>Colonial influences have deeply shaped our understanding of mathematical learning, often marginalizing non-Western knowledge systems and knowledge keepers. Informed by sociocultural approaches to math, as well as decolonial theories, this article provides a comprehensive and critical review of Indigenous children’s math learning and development. The review of 76 empirical studies published over the last two decades shows that Indigenous math epistemologies and practices are diverse, spanning various mathematical domains, including patterning, spatial reasoning, numeracy, and geometry. This research primarily centers on the mathematical experiences of Indigenous children within or to prepare them for structured formal school-based settings. There is a significant gap in research regarding the comprehension and application of mathematical concepts within Indigenous families and communities. Understanding how Indigenous peoples define and perceive mathematics within their families and communities is essential. Moreover, there is a pressing need for ongoing efforts to disrupt traditional Western education frameworks. This article is part of a special issue titled “Parents, caregivers and community in mathematics education”.</p>