This paper explores magical realism as a theoretical lens for analysing mathematics classrooms. Traditional frameworks often overlook the complexities of teaching and learning, focusing solely on measurable aspects. Inspired by magical realism -- a literary genre blending the fantastical and the everyday -- I propose a new perspective on how abstract mathematical concepts connect with students' lived experiences. This approach values ambiguity emphasises productive struggle, and advocates for culturally responsive pedagogy. It challenges linear views of learning, recognising its non-linear, insight-driven nature. While conceptual, this framework offers potential for transforming classroom practices, though further empirical research is needed to examine its impact.