Abstract
Learners bring a variety of experiences and knowledge to mathematics classrooms. These experiences and knowledge are shaped by and contributed by, among others, socio-cultural environments and in which they live and interact with other members of the community. This paper reflects on their experiences on an indigenous game called Malepa (String Figure Gates). First, the game is mathematically analysed to reveal the various mathematical concepts that are embedded in it and then followed by a demonstration of String Figure Gate Two by a number of learners. These demonstrations are analysed to determine how this knowledge can be used to enhance the teaching and learning of related mathematical concepts.
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