<![CDATA[Ethnomathematics provides a framework for examining mathematical ideas embedded in cultural artifacts and connecting them with contextual mathematics learning. This study examined ethnomathematical concepts represented in the architecture of Su'ada Mosque in South Kalimantan, Indonesia, by identifying solid-geometric forms, analyzing element-specific geometric transformations, and examining their potential pedagogical applications. A qualitative research design with an ethnographic approach was employed. Data were collected during three field visits through direct observation, photographic documentation, field notes, physical measurements, dimensional information, and available historical and architectural documents. The data were analyzed using domain, taxonomy, componential, and cultural-theme analyses, followed by pedagogical mapping of selected findings. Eight architectural elements were identified as analytical domains: the main building, dome, pillars, fence, staircase, pulpit, prayer niche, and sundial. The analysis identified cuboids, an irregular hexagonal prism, an octagonal prism, a triangular prism, square pyramids, a sphere, and a truncated square pyramid, together with translation, reflection, 90° and 180° rotations, and dilation. Cross-element analysis showed that solid-geometric forms were concentrated mainly in structural components, whereas geometric transformations occurred predominantly in ornamental and repetitive features. Selected findings were further mapped onto potential mathematical activities involving proportional reasoning, scale factors, symmetry, and geometric transformations. These findings provide an empirically grounded basis for culturally contextualized mathematics-learning activities, although their instructional effectiveness remains to be evaluated through classroom implementation.]]>
