<![CDATA[Ethnomathematics is an approach that connects mathematical concepts with local culture, making mathematics learning more contextual and relevant to students’ daily lives. One cultural product with potential as a source of mathematics learning is Mantar woven fabric from Mantar Village, Poto Tano District, West Sumbawa Regency. This study aims to explore the ethnomathematical concepts embedded in Mantar weaving motifs and analyze their potential as a source of mathematics learning. The study employed an exploratory qualitative approach with an ethnographic design. Data were collected through observation, semi-structured interviews, and documentation, and were analyzed using the Miles and Huberman interactive model through data reduction, data display, conclusion drawing, and verification. Data credibility was strengthened through source and technique triangulation. The findings revealed that eight groups of Mantar weaving motifs contain various mathematical concepts, including isosceles triangles, right triangles, rhombuses, parallelograms, rectangles, pentagons, circles, lines, angles, line symmetry, reflection, and rotation. These concepts are not only represented in the visual structure of the motifs but also emerge in the weaving process through measurement, spacing, thread arrangement, pattern repetition, and symmetry. Therefore, Mantar weaving motifs have the potential to serve as a contextual source of mathematics learning, particularly for geometry and transformation topics, while simultaneously supporting the introduction and preservation of local culture.]]>
