<![CDATA[Mathematics is frequently perceived by students as abstract, difficult, and disconnected from everyday experiences, resulting in diminished engagement and limited conceptual understanding. Although integrating cultural contexts into mathematics instruction has been widely acknowledged as an effective strategy for enhancing learning meaningfulness, studies that systematically utilize local architectural heritage, particularly the Banua Oge traditional house in Palu City, as a foundation for designing contextualized mathematics learning remain scarce. Accordingly, this qualitative study, employing an ethnographic approach, investigates the geometric and mathematical elements embedded in the architectural structure of the Banua Oge traditional house to inform the development of culturally grounded mathematics learning materials. Data were collected through participant observations, documentation, and semi-structured interviews with cultural experts, and were analyzed using the interactive model of Miles and Huberman, encompassing data condensation, data display, and conclusion drawing. The findings demonstrate that the architectural features of the Banua Oge embody diverse mathematical concepts, including two-dimensional geometric figures, numerical concepts, spatial configurations, and Alan Bishop’s fundamental mathematical activities. These findings highlight the potential of local cultural heritage as a meaningful ethnomathematical resource for bridging formal mathematical concepts with students lived experiences. Finally, this study offers a culturally responsive pedagogical framework that supports teachers in designing mathematics instruction that is more contextual, engaging, and relevant, while contributing to the advancement of ethnomathematics and culturally grounded mathematics education.]]>
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