In rural South African primary schools, mathematics achievement remains low due to limited resources and culturally misaligned teaching methods. Music, deeply rooted in local traditions, offers potential to enrich mathematical understanding, yet little consolidated evidence exists on its effectiveness in such contexts. This study aims to systematically review how music education enhances mathematics learning in rural South African primary schools through integrated teaching strategies. Grounded in Embodied Cognition Theory, which links cognitive development to sensory and motor experiences, this framework supports analysis of rhythm and movement in learning. This study employed a Systematic Literature Review to investigate how music education has been used to promote mathematics learning in rural-based primary schools in South Africa. The study reviewed peer-reviewed empirical articles (2010–2025) from Scopus, ERIC, and Web of Science, focusing on music-math integration in rural settings. Findings show that music significantly improves learner engagement, comprehension, and memory retention, particularly when instruction draws on culturally familiar musical forms. Core mathematical concepts—such as sequencing, symmetry, multiplication, and fractions—are more effectively taught through music, as learners experience these concepts in embodied and repetitive formats that align with natural learning processes. Music also enhances classroom participation, reduces math anxiety, and fosters collaborative learning, especially among early-grade learners.