Mathematics education in Zimbabwe has historically been influenced by Western pedagogical approaches, often overlooking indigenous knowledge systems and cultural activities that shape learners’ experiences. With growing recognition of the role of culture in mathematics learning, there is a need to analyze how Zimbabwean mathematics textbooks incorporate cultural activities and how they fail to do so. This chapter critically examines the extent to which mathematics textbooks used in Zimbabwean primary and secondary schools integrate cultural activities and real-life applications relevant to learners’ socio-cultural contexts. The study seeks to determine whether these textbooks promote an inclusive, locally grounded approach to mathematics education or perpetuate a decontextualized, abstract learning experience. Theoretical perspectives, including ethnomathematics, social constructivism, and indigenous knowledge systems, frame the chapter. This study analyzed four widely used secondary mathematics textbooks (New General Mathematics Books 1–4) to see how they represent cultural activities and contexts. Using document analysis and the Valverde et al. (2002) framework, the research examined textbook content in three areas: narratives, exercises and questions, and activity elements. The findings indicate that the lower-level textbooks (Books 1 and 2) include more contextual and culturally relevant content, particularly in topics such as everyday arithmetic, estimation, and scale drawing, which connect mathematics to daily life. In contrast, the higher-level textbooks (Books 3 and 4) lean toward abstraction and procedural formalism, with limited cultural or contextual integration. This growing separation from learners’ experiences risks reinforcing the idea that mathematics is culture-free and foreign. The study concludes that, although Zimbabwe’s curriculum promotes heritage-based learning, the current textbooks have not fully achieved this objective. It recommends deliberately incorporating cultural examples, indigenous practices, and local contexts into future textbook revisions to improve relevance, engage learners, and support the decolonization of mathematics education.