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Ethnomathematics, the study of the cultural and social aspects of mathematics, has a connection to the study of music and can be useful in understanding the composition of music. Mathematics can also be used in the composition and education of music. The relationship between mathematics and music is not universally accepted, with some suggesting a strong connection and others finding minimal support for the idea. Ethnomathematics can help to make mathematics more relevant and meaningful for students, as well as reflecting the cultural diversity of classrooms, by incorporating it into the mathematics curriculum. This study aims to review the literature on the connection between ethnomathematics and music and to suggest ways in which the two fields can be connected in the classroom. (François & Pinxten, 2011; Hall, 2007; Indrawati et al., 2021; Sugianto et al., 2019), and Indrawati et al. (2021) all investigate the relationship between mathematics and various fields, such as traditional Indonesian art, multicultural education, the subfield of etnowiskunde, and Surabaya regional songs. These works emphasize the significance of cultural and aesthetic traditions in mathematics instruction and learning. By embracing such varied viewpoints, students can obtain a deeper grasp of the topic. These examples highlight the importance of integrating mathematics with other disciplines in order to expand and broaden its understanding and application.