<![CDATA[Ethnomathematics research in primary mathematics education has evolved from exploring mathematical ideas embedded in cultural practices toward using culture as a resource for teaching and learning. However, the growth of studies has not always been accompanied by deeper pedagogical integration or stronger empirical evidence. This study aims to analyze the development, levels of pedagogical integration, contributions, and limitations of ethnomathematics in primary mathematics education. A literature review was conducted using thematic analysis of studies addressing cultural exploration, instructional materials, mathematical activities, concept construction, and mathematical and cultural contributions. The findings reveal a shift from identifying mathematical concepts in cultural artifacts and practices toward contextualization, instructional development, mathematical activity, and concept construction. Nevertheless, integration remains uneven: some studies position culture as a source of mathematical reasoning and activity, whereas others use it primarily as instructional context or representation. Ethnomathematics shows potential to support mathematical competencies and cultural values, but the evidence remains dominated by product validation and limited implementation. The quality of integration depends on how culture functions in constructing mathematical knowledge rather than merely its presence in instruction.]]>
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