The value of ethnomathematics in the process of teaching and learning mathematics is acknowledged on a global scale. In light of this, the majority of nations have argued in favor of its inclusion in the mathematics curriculum. Whereas mathematics teachers in affluent nations receive guidance and support, most mathematics teachers in developing nations are left to their own devices. This review aimed to identify local cultural relics that relate to mathematical principles taught in schools so that mathematics teachers in developing nations might use them as a reference. This review included 61 articles from Scopus, JSTOR, EBSCOhost, and ProQuest. Upon analysis, the articles revealed that cultural games, weaving, cultural dances, symbolic calculations, buildings, meals, and number systems are among the ethnomathematics activities in which school mathematics concepts are embedded. Nonetheless, cultural games and weaving are mentioned in literature the most frequently. Fabric or textiles are popular in weaving. These results imply that ethnomathematics can be used as a pedagogical, learning, or assessment method for teaching and learning mathematics in schools. However, mathematics teachers must engage in strategic and structural planning; the ADDIE model provides direction in this regard. The results of this review give mathematics teachers in developing nations a baseline and now is the right moment for them to begin implementing the suggested methods of integrating ethnomathematics into their instructional practices. © The Author(s) 2024.
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