<![CDATA[Ethnomathematics has been globally studied in terms of mathematical concepts, its implementation, and teachers’ competence to apply it. However, research on teachers' perceptions of ethnomathematics remains scarce. Therefore, this study aims to investigate teachers' perception of ethnomathematics-based learning, including the challenges encountered during its integration. This study is a qualitative study using a case study design. The participants involved two math teachers from two senior high schools. A semi-structured interview was conducted to collect data. Data were then analyzed qualitatively. The results revealed that teachers have positive responses toward ethnomathematics. They perceived the importance of ethnomathematics in learning. However, they found some challenges during the implementation; the major challenge was a limited understanding of ethnomathematics. Therefore, this study suggests that it is necessary to provide teachers with teacher training on ethnomathematics.]]>
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