<![CDATA[This study aims to explore mathematical concepts found in the Mandar traditional house and their utilization in deep learning based instruction. The research employs a qualitative approach with an ethnographic method conducted in Majene Regency, West Sulawesi. Data were collected through observation, interviews, and documentation, and then analyzed using Spradley’s ethnographic model, which includes four stages: domain, taxonomic, componential, and thematic analysis. The results indicate that the Mandar traditional house contains various mathematical concepts, including plane geometry, parallel and intersecting lines, analytic geometry, and geometric transformations such as rotation, reflection, and translation. Floor patterns are modeled as repeated translations forming congruent and regularly arranged objects. The study also identifies a deep learning based instructional design that supports meaningful learning, active engagement, and an enjoyable learning environment. Therefore, the Mandar traditional house has the potential to serve as a contextual learning resource that can enhance students’ understanding of mathematical concepts while fostering cultural character development.]]>
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