The paper reports on the use of culturally relevant teaching in a class located in a patriarchal community. The paper is conceptualised around the notion that learners' familiar context provided by the socio-cultural activities can facilitate mathematics learning and make it fun to learn. Data were derived from a lesson activity using semi-structured interviews, observation and video recordings. The findings reveal the prevalence of culturally oriented gender-related stereotypes such as tendency by boys to marginalise girls during the lesson activities and girls, in turn, attribute the treatment to their cultural beliefs and practices.