**Abstract**

This chapter presents an example of creating a culturally responsive mathematics education in Ethiopia using a locally available game called Gebeta. The study is framed using two theoretical frameworks: funds of knowledge and cultural commognition. To this end, an ethnographic study has been employed, which helps to describe, analyze, and investigate a particular group, culture, or community. The findings show that the game is well situated as a developed body of knowledge and skills in the culture. It has remarkable potential to foster mathematical thinking and communication at different levels of the school context. Specifically, in terms of mathematical thinking, the game has affordances to foster early numerical and algorithmic thinking. Educators and stakeholders involved in designing tasks and activities for the curriculum and syllabus should consider incorporating the Gebeta game and other culturally available activities to embed them as part of formal school mathematics in a meaningful way.

**Keywords:** culture, communication, cognition, funds of knowledge, Gebeta
