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Mathematics as a subject is indispensable in the development of Lesotho with respect to science, technology or any other field of knowledge. It is also a mirror to our past. In this case, Lesotho's indigenous mathematics is not fully explored and understood by Basotho. This author aims to present ethno mathematics of Basotho as compared to mathematics of other nations and the meaning it carries to the Basotho community. In this article, the author puts an effort to explore an approach that is linked to value-based education through critical thinking and reasoning within the background of ethno mathematics. Through this article, the author takes the reader through the value-based culture of Basotho within the backbones of Ubuntu values using a few metaphors and comparing this culture with Western and Eastern cultures. In short, the African community believes in participation that is reflected in all stages of their life. Therefore introducing a participatory approach in a mathematics classroom could definitely benefit the Basotho learners, as this author argues. A meaningful merging of thinking approach should also take place to empower these learners, as the author suggests. In this regard, the author brings a metaphor using fractals complementing D'Ambrosean view of individual learning in connection to the community and nature. The values of Lekhotla could also be applied as an approach for learning mathematics in classrooms as this author comments. The author concludes that by incorporating African mathematics into the classrooms, teachers could possibly advocate familiarizing African-ism among learners. It could also reintroduce the social, cultural and political values of Africa by being partners, contributors and participants for developing Lesotho with dignity. 2011 Taylor & Francis Group, LLC.