  The field of ethnomathematics holds significance in the pursuit of
comprehending how students can grasp, express, manipulate, and ultimately apply
mathematical concepts. However, ethnomathematics is also considered a complex
concept in Asian countries such as Indonesia and Thailand, which can pose
challenges as it needs to be comprehensively understood. This research aims to
fill the gap by understanding the cross-cultural perspective of mathematics
educators in Indonesia and Thailand. The participants were lecturers, teachers,
and pre-service teachers. Data was gathered through questionnaires and
interviews. The analytical approach involved were data reduction, data
presentation, drawing conclusions or verification, and data validity. Positive
responses were indicated by mathematics educators with the average scores of
respondents in Indonesia at 4.77 and Thailand at 4.57. This research concludes
the importance of integrating ethnomathematics in education, which is closely
tied to cultural development, emphasizing the crucial role of employing
comprehensive strategies in its implementation.
