This study identifies factors that affect the teaching of Ethnomathematics in a Khayelitsha-based mathematics classroom using Third-generation Cultural-Historical Activity Theory (CHAT) as a research lens. The research aims to investigate how cultural factors influence the learning process in mathematics education and develop effective teaching strategies that are culturally relevant and inclusive. This is a qualitative study design; the study is underpinned by the CHAT theory. The participants of the study are mathematics teachers from Khayelitsha-based schools, a township in Cape Town, South Africa, where students face significant educational challenges. A convenience sampling technique was used in selecting a sample size of 36 mathematics teachers. The data was collected in the form of observations, task-based analysis, and focus groups. The findings indicated that mathematics teachers experienced the ethnomathematics activities as relevant and the need to integrate cultural context, teacher preparation and training and making the curriculum flexible to support school culture to help learners appreciate the relevance and importance of relating mathematics to culture. The research has significant implications for improving mathematics education in under-resourced communities. This study could improve the quality of mathematics education in Khayelitsha and similar communities facing similar educational challenges. We conclude that, the study contributed to the broader conversation on the importance of cultural relevance and inclusivity in mathematics education.

Keywords: Third-generation Cultural-Historical Activity Theory (CHAT), Ethnomathematics, Teaching strategies, Educational challenges, Research lens.