“…Similarly, the ZIMSEC mathematics syllabus recommends bridging the gap between the mathematics taught in schools and the learners' worlds, through using their everyday experiences, cultural backgrounds and the surrounding environment (ZIMSEC, 2015). This idea concurs with recommendations from various scholars that when learners become conscious of the connection between what they learn and their everyday experiences, they are likely to be motivated to learn mathematics, which could stimulate and sustain learners' interest as well as improving their performance (Madusise, 2015;Rosa & Orey, 2013;Sunzuma & Maharaj, 2019;Weldeana, 2016). The integration of ethnomathematics approaches into the teaching of mathematics has several benefits such as active participation of learners, practical oriented and application of acquired knowledge to real-life situations as well as enhancing learners' conceptual understanding (Sunzuma & Maharaj, 2019;Weldeana, 2016).…”