<![CDATA[Ethnomathematics offers a means of connecting formal mathematics with students’ lived experiences; however, cultural integration in mathematics education often remains at the level of contextual examples rather than informing the systematic design of Teaching-Learning Materials (TLM). How teachers transform local cultural knowledge into coherent mathematical inquiry, particularly through theoretically grounded place-based approaches, remains insufficiently understood. This study addresses this gap by synthesising the Japanese concept of Furusato Kyoiku (Hometown Education) and Indonesia’s Pendidikan Khas Kejogjaan (PKJ) within the Problem, Plan, Data, Analysis, Conclusion (PPDAC) framework. Using an ethnographic qualitative approach, it investigates how three mathematics teachers in Yogyakarta, Indonesia, conceptualised, explored, and structured local cultural resources into statistics TLM across elementary, junior high, and senior high school levels. Data from interviews, classroom observations, and curriculum analysis were examined through four guiding questions concerning cultural exploration, discovery, significance, and interpretation. Despite differences in grade level, statistical content, and cultural artefacts, all teachers followed a common design sequence: identifying culturally proximate contexts, investigating them through direct engagement, evaluating their mathematical and curricular relevance, and aligning selected content with PPDAC. Examples included traditional Yogyakarta snacks, Kawung batik, and plant cultivation to support statistical inquiry, including scatter plots and linear regression. These findings suggest that integrating Furusato Kyoiku, PKJ, and PPDAC can provide a structured pathway from superficial cultural references to place-based mathematical modelling, while supporting local heritage preservation. Further research across diverse contexts is needed to establish the framework’s broader applicability.]]>
