Abstract: The aim of this study was to assess the effect of incorporating Ethno-mathematics strategies on students’ achievement in functions among the eleventh grade students. In addition, this study sought to examine gender differences on achievement and attitude. The respondents of this study comprised 122 conveniently selected eleventh grade students of Mpongwe Day Secondary school in Mpongwe District, Copperbelt Province, Zambia. A pre-test and post-test Quasi Experimental research design was used by randomly assigning treatment variables to the two classes which were used for the research. The experimental group (N=64) received instructions on functions using ethno-mathematics strategies while the observational group (N = 58) received instructions on functions using conventional teaching methods.