Eurocentric educational practices have sidelined indigenous knowledge practices, hindering their integration into mathematics curricula. The prioritisation of Eurocentric knowledge has led to the underestimation of the value of ethnomathematics in South African schools, especially in Khayelitsha, Western Cape. The mathematics curriculum aims to implement African teaching methodologies rather than the Westernised approaches still employed by most South African teachers. Data were collected from three Grade 8 mathematics teachers and five Grade 8 learners who were purposively selected. The aim was to explore the effects of using isiXhosa artefacts as resources to teach geometry in Grade 8, to assist in reducing the gap between underprivileged and gifted mathematics learners. The research employed a qualitative approach, with semi-structured interviews and classroom observations as data collection methods. IsiXhosa artefacts were found to be useful in the teaching of mathematics, as they promoted a learner-centred approach, learner interest, and learner collaboration and interaction. The study found that the use of traditional isiXhosa artefacts promotes active or increased learner participation and improves motivation, interest, and awareness of the importance of learners’ cultural knowledge. Teachers are advised to be aware of the importance of ethnomathematics approaches in the learning and teaching of mathematics to promote an understanding of abstract mathematics concepts. Teachers need to be aware of the richness embedded in the learners’ cultural knowledge and capitalise on it in their day-to-day teaching of mathematics. Learning mathematics in a culturally grounded way promotes a meaningful learning experience.