**1. Introduction**

The content of the mathematics curriculum and classroom practices in schools used to be dominated by the view that mathematics is a value-free body of knowledge disassociated from its cultural and social context [1–4]. According to Stephen Lerman, the social turn in mathematics education has challenged such practices [5] since, for sociocultural theory learning theorists, learning is a social phenomenon, that is. knowledge is acquired in social settings [4–6]. While emphasizing the importance of a child as an independent learner, Vygotsky defined the "more knowledgeable other (MKO) as anyone who has a better understanding or a higher ability level than the learner, particularly regarding a specific task, concept, or process," [6]. Hence, learning happens with the presence of an MKO in a given social context, creating the opportunity for discourse.

Prahmana reflected that Freudenthal and Ubiratan D'Ambrosio had reacted to the movement in the USA in the teaching and learning of mathematics, called "back to basics," which focused solely on mathematical procedures and rules [7]. As a result, D'Ambrosio initiated the idea of Ethnomathematics, while Freudenthal introduced realistic mathematics education (RME). The former focuses on "mathematics exploration from ideas, methods, and techniques a society uses to respond to its environment," and the latter "emphasizes the students' thinking levels and the mathematization process from surrounding phenomena" ([7], p. 257). RME uses real context from the students' surroundings. At the same time, ethnomathematics emphasizes values while reinventing the concept of mathematics, and both somehow consider the reality and the social and cultural context of the learners. If school mathematics should be rooted in these principles and values mentioned briefly, the curriculum (intended-implemented-attained) plays a vital role in helping teachers and learners realize it [4]. The challenge has been how to implement such ideas in practice. This chapter aims to contribute to such endeavors within Ethiopia and other countries where such emphasis is needed across the globe. Hence, we first define the Ethiopian context and the game under consideration in this study, which can be used in the teaching and learning of mathematics at different school levels in Ethiopia.
