Research in both the New Zealand and international contexts identifies the need for New Zealand classrooms to foster culturally responsive and mathematical practices that align with Påsifika students' cultural values, backgrounds, interests and experiences. The aim of this study was to investigate how the use of culturally responsive tasks along with cultural practices can foster Påsifika students' participation and engagement in mathematics. Eleven Year 5 and 6 students used cameras to document their out-of-school mathematical experiences. These photographs were used to design culturally relevant tasks that were implemented in the classroom. In this paper, we analyse the students' perspectives and understandings of mathematics embedded within their lives beyond the classroom.