This study explored how local artistry could be integrated into the mathematics curriculum by identifying mathematical concepts in the string art practices of Ilonggo artists in San Miguel, Iloilo, Philippines. Despite efforts to make mathematics more relevant, there was a lack of learning materials that reflected local culture and practices. The study aimed to develop and evaluate a mathematics learning module based on Ilonggo string art to make instruction more meaningful and engaging. Using an exploratory sequential design, the qualitative phase involved interviews and observations to document string art processes and uncover embedded mathematical concepts. In the quantitative phase, developmental research methods assessed the module’s acceptability in terms of curriculum alignment, cultural representation, and classroom usability. Results showed that the module was highly acceptable across all criteria, with curriculum alignment rated highest. The study concluded that local string art provides a valuable source of mathematical concepts and recommended further development of culturally relevant learning materials to enhance students’ understanding and appreciation of both mathematics and local artistry.