<![CDATA[Cultural artifacts can be a good source for ethnomathematics studies, showing math ideas through their visual patterns and symbolic meanings. But there isn't much research yet that deeply looks at local cultural practices using a personal, autoethnographic approach. This study wanted to see what math ideas are hidden in bamboo weaving from West Java, and how useful it could be for teaching math. We used a qualitative approach, specifically autoethnography. This involved the researcher looking back at their own experiences, along with visually analyzing the weaving patterns and reviewing existing literature. We also talked to math education experts to make sure our interpretations made sense. We found three main math structures: tessellation, which means repeating patterns that fit together without gaps; shapes made from simpler geometric forms, arranged in layers; and visible in both the overall design and individual small motifs. Beyond that, bamboo weaving also has symbolic meanings. These reflect Sundanese cultural values like connection, balance, and togetherness. This study shows that bamboo weaving could be a great way to teach geometry in a real-world setting. Students could visualize things, build patterns, and analyze them. From a conceptual and method point of view, our study helps ethnomathematics grow. It does this by showing how a personal, autoethnographic approach can really help us systematically find math structures in local cultural items. Keywords: Ethnomathematics, Bamboo Weaving, Autoethnography, Geometry, West Java]]>
