**Abstract**

Poor mathematics performance and low socio-economic status variables in South Africa are skewed towards a black child due to the history of colonization and apartheid. These variables then become labels that nurture assumptions that mathematics is for the elite and belongs to the West, and therefore these students' mathematical prior knowledge and experiences are ignored. Mathematics is a problem-solving tool. Disregarding mathematics learnt from cultural artefacts and community engagements due to socio-economic status is disempowering. Such symbolizes power of privilege that recognizes Western culture versus lack of property ownership experienced by Africans, which unconsciously translates to lack of confidence in their own heritage. This paper presents and explores cultural games played by these students during playtime and in their communities with the aim of eliciting mathematics embedded and attained while engaging in the game. The paper recommends cultural relevant pedagogy that integrates mathematics learning with students' cultural artefacts for ownership of knowledge and recognition of pluralism for economic and development initiatives globally.

**Keywords:** cultural games, inclusion, cultural relevant pedagogy, critical race theory, ownership, esteem
