Indigenous studies from Nigeria have often highlighted the connection between ordinary children plays and vital science skills and affective behaviours. Apart from random plays and games of children, mathematical connections pervade many cultural activities of local Nigerians. These mathematically relevant cultural activities are seen in festivals, dances, bedtime stories, farm practices, art works, local architectures, and games. This study focused on the I’tche game, a mancala-class board game enjoyed across Africa. The contextual and educational relevance of the I’tche game among the Orokam people of Idoma Land in Nigeria were considered in detail. The expository style of this study unveils captivating opportunities for mathematics education professionals, particularly teachers of the subject at the basic education level in Nigeria, to design augmented pedagogies that incorporate local and culturally relevant games.