This research aims to explore the ways in which teachers address the challenges of learning mathematics for children in primary schools by referring to behavioristic theory. This theory emphasizes the central role of stimuli and reactions in influencing learning behavior, and the application of both positive and negative reinforcement to improve students' motivation and understanding. The approach adopted was a descriptive qualitative method using case studies in various primary schools. The results indicated that behavior-focused methods, such as providing repeated practice of problems, immediate feedback, use of concrete tools, and regular application of rewards and punishments, can improve students' enthusiasm and mathematics learning outcomes. However, teacher-driven learning and lack of innovation are barriers to implementation. Therefore, a combination with other methods is needed to make the learning process more thorough.

Ethnomathematics as a study bridges mathematics with local cultural contexts, including traditional architecture. Istana Maimun, a cultural heritage of the Malay people, holds a wealth of geometric elements that reflect local wisdom and cultural values. This research aims to explore the geometric aspects of Istana Maimun's architectural design through an ethnomathematical approach. The study identifies patterns of symmetry, proportions, and geometric functions applied in architectural elements such as ornaments, spatial layouts, and building structures. The analysis reveals that the geometry in Istana Maimun's architecture not only serves an aesthetic purpose but also carries philosophical meanings closely tied to Malay cultural identity. This research is expected to contribute to the development of ethnomathematics studies and the preservation of local wisdom.