<![CDATA[This study aimed to explore ethnomathematical elements found in Malo pottery as a source of elementary school mathematics learning. This research employed a qualitative approach with an ethnographic method. Data were collected through field studies, including direct observation, interviews with pottery craftsmen, artifact exploration, and documentation. Data were analyzed using data reduction, data display, and conclusion drawing, with triangulation techniques to ensure data validity. The results showed that the process and products of Malo pottery contained various mathematical concepts, including plane geometry (circle, triangle, square, rectangle, and trapezoid), solid geometry (cylinder, sphere, cone, cube, rectangular prism, and prism), measurement (length, area, and volume), basic arithmetic, as well as patterns, symmetry, and transformations. These mathematical elements naturally emerged in the shapes, motifs, and production processes of pottery. The findings indicated that Malo pottery has strong potential as a contextual learning resource based on local culture to support meaningful and concrete mathematics learning in elementary schools.]]>
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