Abstract
Early childhood mathematics learning requires meaningful and concrete experiences that are appropriate to children’s developmental characteristics. Traditional games can provide such experiences while simultaneously introducing children to local cultural heritage. This study aims to explore the integration of congklak, a traditional Indonesian game, into early childhood mathematics learning from the perspectives of early numeracy development and cultural preservation. The study employed an exploratory case study with a qualitative approach. The research was conducted in Kludan Village, Sidoarjo Regency, East Java, involving children aged 5–6 years who participated in congklak activities. Data were collected through direct observation, documentation, and field notes during three observation sessions. Data were analyzed through data reduction, data presentation, and conclusion drawing and verification. The findings indicate that congklak provides a meaningful context for children’s mathematical experiences through direct and playful activities. Several mathematical concepts emerged during the game, including counting, one-to-one correspondence, quantity recognition, quantity comparison, sequencing, and simple problem-solving. In addition to mathematical experiences, children demonstrated social behaviors such as taking turns, following rules, interacting with peers, and helping others. The integration of congklak also provided children with direct experiences of a traditional Indonesian game, creating opportunities to introduce and preserve local cultural heritage from an early age. These findings suggest that congklak can serve as a contextual, enjoyable, and culturally responsive medium for early childhood mathematics learning by connecting play, early numeracy experiences, and cultural preservation.