One solution to preserve the culture that exists in each region is to introduce culture to students through the world of education especially mathematics education. It is said so because mathematics has actually been applied by the community in various daily activities. Introducing culture through mathematics learning can be done by observing regional culture, exploring the mathematical concepts contained in the culture and then applying it in class learning. The purpose of this study is to explore the hidden mathematical concepts in the traditional house of Ume Kbubu in North central Timor (TTU) Districts. This research is a qualitative research with ethnographic approach. Data collection techniques through interviews, observation, and documentation. Data analysis techniques were carried out by data reduction, data presentation and conclusion drawing. The results of this study were mathematical concepts contained in the structure of Ume Kbubu buildings in TTU Regency including cones, tubes, circles, squares and similar concepts. From these results it can also be explained to students about points, lines and angles. Through mathematical concepts wich found it can be used to facilitate students to understand the abstract mathematical concepts. In addition, it can also be used as a tool to introduce students to the existing culture.