Western views have long shaped mathematics education in Zimbabwe. This often overlooks the cultural factors that shape students’ daily lives, leading to low engagement and achievement. This study examined how Manyika cultural artefacts could be incorporated into secondary school mathematics teaching to enhance understanding and relevance. Using a participatory action research method, the study involved three mathematics teachers and Form 3 learners from a rural secondary school. Data were collected through observations and post-lesson interviews. The findings showed that using familiar cultural artefacts, such as sleeping mats, woven baskets, clay pots, and traditional mats, helped students connect abstract mathematical ideas to real-life situations. This approach improved participation, enhanced conceptual understanding, and increased motivation. The study shows that using a pedagogy informed by ethnomathematics, together with constructivist and culturally responsive methods, can close the gap between Western-centered mathematics teaching and students’ cultural experiences.