Purpose: Ethnomathematics studies and reveals the local wisdom of the surrounding community in the form of mathematically related historical sites. One of the historical sites that can be used as a reference or support for learning Mathematics is the Cetho Temple building. This study examines the ethnomathematical aspects of the Cetho Temple building and its integration into Mathematics in elementary schools. Methodology: This study used a qualitative with an ethnographic design by using three data collection techniques in the form of observation, interviews, and literature. The data validity test in this study used the triangulation method. The data analysis technique in this study was carried out interactively from the stages of data collection, data reduction, data presentation, and conclusion. Results: The results of the study showed that in the Cetho Temple building, there are two types of mathematical reviews, namely aspects of fundamental mathematical activities and mathematical concepts. Applications/Originality/Value: The implications of this study are: first, ethnography-based learning resources found in the Cetho Temple building can be applied as an option for teachers to make learning more varied, effective, and innovative. Second, it can explore other temples to be applied as ethnomathematics-based learning resources in the process of learning Mathematics, especially in elementary schools. This study revealed the fundamental aspects of ethnomathematics in the Cetho Temple building and its integration in Mathematics materials at elementary schools.
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