**2. Setting and research question**

In Ethiopia, one of the oldest countries in the world, there are 294 local games, according to the Cultural Sports Office of the country. Only 11 have been considered official cultural sports for competitions in the country. The Gebeta ( ) game is one of these 11 games that have obtained official status. It is played across towns and rural areas in the country. It has many different versions with various local rules. However, the nationally recognized game follows standard rules, similar to the internationally recognized version of Mancala. Studying such cultural activities for education, particularly mathematics education, is an ongoing concern for many educators in the country [4, 8, 9].

Such games and activities, which are locally available and accessible, provide outof-school mathematical activities [10]. Kids engaged with such games at an early age are already exposed to different mathematical concepts that will be learned formally within the school curriculum. If school mathematics utilizes such opportunities to learn the subject, student learning could be optimized. The school mathematics curriculum and instruction must systematically embed such games [11]. The challenge is finding example activities and tasks rooted in the culture and situating those activities to fit within a given curriculum. Thorough investigation and rigorous work are needed if such locally available games and activities are to be integrated into the formal education system *via* the curriculum, syllabus, and textbook to inform the teaching and learning of mathematics. Partly, this need motivates us to fill the gap in Ethiopia's education system's curriculum and instruction. Therefore, we wanted to explore and investigate the potential of the Gebeta game to support mathematics teaching and learning in the country. So, we asked the following questions: a) To what extent is Gebeta an available cultural game in society? b) Which mathematical concepts, operations, and procedures are embedded in the Gebeta game? c) How can this be integrated into the education system? These questions shape the present research at hand, and this paper shows examples of the affordances found in the culture to attain a bigger picture.

*Creating a Culturally Responsive Mathematics Education: The Case of Gebeta Game in Ethiopia DOI: http://dx.doi.org/10.5772/intechopen.114007*
