<![CDATA[Learning geometric transformations requires contexts that can connect abstract concepts with students’ real-life experiences. This study aims to explore the concepts of translation, rotation, reflection, and dilation embedded in bouquet-arranging activities at Ulfaurus.bouquet and to analyze their relevance as contexts for learning geometric transformations. The study employed a descriptive qualitative approach from an ethnomathematical perspective. Data were collected through participatory observation, field notes, and visual documentation of four bouquet variations: paper-flower bouquets, circular money bouquets, coffee-sachet bouquets, and skirt-shaped money bouquets. The data were analyzed through data reduction, data presentation, and conclusion drawing, while data credibility was strengthened through cross-checking observation results, field notes, visual documentation, and expert judgment by a mathematics education expert. The findings indicate that the arrangement of paper flowers represents translation, the radial arrangement of money represents rotation, the arrangement of coffee sachets reflects reflection across a central axis, while changes in size in the skirt-shaped money bouquet potentially represent dilation when similarity and a consistent scale factor are satisfied. These findings suggest that bouquet arrangement as a form of contemporary craft has the potential to serve as a contextual learning resource, visual medium, problem source, and learning activity for connecting geometric transformation concepts with students’ real-life experiences. ]]>
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