Abstract
This conceptual paper fuses literature review and document analysis in examining the nexus between rurality and social exclusion in Ordinary level mathematics education in Zimbabwe. The paper utilizes Bourdieu’s cultural capital theory to examine the content and context of mathematics problems in textbooks and examinations focusing on language and cultural experiences. Globally, rural education has been neglected and Zimbabwe is no exception. I argue that the role of nonmaterial deterrents like lack of cultural and language capital in achievement in mathematics education has not been accorded due attention. I conclude that the context of mathematics problems in textbooks and examinations is alien to rural learners. The readability of textbooks is also beyond the reach of many rural learners. I recommend that the mathematics curriculum should be inclusive of the diverse cultural experiences of learners and the language used should be intelligible to all. The mathematics educators and related stakeholders should know that every child is capable of doing mathematics hence all forms of social closure should be eradicated.