This article analyzes elementary school students' didactical situation in traditional games through ethnomathematics learning. The conventional game studied was "Endog-Endogan" or egg games from the Sundanese culture, West Java, Indonesia. This qualitative and quantitative study applied the design of the didactic learning stage. The quantitative study employed the Rasch Winstep Model to survey 56 elementary school students from grades 2 to 6 as respondents in implementing "Endog-Endogan" games in mathematics learning. The instruments used in this stage were the worksheet, documentation, and observation. Data analysis was carried out by collecting and describing the data of students' responses in Student Worksheets to obtain the data on findings of student learning obstacles. Then the data from the questionnaire were analyzed using a rash model: person and item reliability, unidimensional, and summary of items. The study results showed that the didactic design process in ethnomathematics learning teaching materials could be optimum with "Endog-Endogan" games because almost all teacher predictions were equal to elementary school students' responses. Besides, traditional games can be used as a solution to make learning mathematics easy and flexible with the mathematical concepts taught.