This paper reconstructs Africa‘s erased contributions to pure mathematics, particularly in topology (e.g., fractal-based architectures) and number theory (e.g., Yoruba modular arithmetic), through an ahistorical analysis of precolonial texts, oral traditions, and artefacts. We argue that the systematic exclusion of these innovations from global mathematical canons has exacerbated African students‘ performance decline, as pedagogical frameworks lack culturally resonant role models. Drawing on stereotype threat theory (Steele) and critical pedagogy (Freire), we demonstrate how Eurocentric curricula induce disengagement. Our study pioneers two interventions: 01. AI-powered recovery: Using machine learning to decode Timbuktu‘s algebraic manuscripts and computer vision to formalise fractal topologies in Akan art. 02. Mathematical modelling: A Lotka-Volterrainspired framework to simulate knowledge suppression/revival, with policy levers (e.g., curriculum reform) as control parameters. Results reveal that when combined with AI tools, culturally aligned pedagogy can improve retention rates by up to 22% (simulated data). We conclude with actionable steps: (a) mandatory‖ History of African Mathematics‖ courses and (b) UNESCO-funded AI labs for indigenous knowledge preservation. This work bridges pure mathematics, decolonial theory, and AI ethics, offering a template for restoring erased epistemologies globally.