Final Project DRAFT

 Still a work in progress, click here to view my final project. 

Week 9: Mathematics & traditional and contemporary practices of making and doing

 Weekly Reading

This week I read a short newspaper article titled “The Spirit of the Medicine Will Lead Us Back - How Avis O’Brien is Guiding Elders to Weave Their First Cedar Hats" written by Anna McKenzie. The article explains how Avis O’Brien who is Haida and Kwakwa̱ka̱ʼwakw was disconnected from her culture and living in a place that wasn’t her territory. Through participating in learning about cedar in Vancouver Avis was able to reconnect with her culture and feel inspired to want to share the experience of weaving with her elders on her territory. Now Avis runs weekly weaving classes where individuals get to come together to share stories and food while learning about their ancestry through weaving.  

My first stop was connected to how the experience of the weaving class was described. It sounds like the workshop is structured to have time to connect on a personal level and not just about weaving. I wonder what the k-12 system can learn from this style and structure of learning. As a primary teacher I start most days with a soft start that allows students to connect and settle into school. I wonder what this looks like in upper elementary and in high school.

My second stop was connected to this quote “Weaving was one of those practices that went to sleep — it had to,” she says. “Our spiritual and cultural practices were targeted, specifically because that’s where our strength comes from.” As educators it is important for us to learn about Indigenous ways of knowing and being so we can help students understand. There is however a difference between a settler teaching about Indigenous ways of knowing versus an Indigenous person teaching about their way of living and being. I think it is important for Districts to make connections with local Indigenous groups as an act of reconciliation. Furthermore, this connection can lead to authentic learning experiences being brought into the classroom like weaving or language lessons.

Introduction, Videos, and Activity 

I found the videos interesting to watch and noticed that I felt calm as I was watching. I experienced a similar sensation when I went to make my own rope. This was something I had never done before yet the experience was calming. I think this provides a great opportunity to integrate activities like this with students as it can also assist with self-regulation. 

Last year my school had Red Cedar Women visit and teach all students how to weave a small cedar mat. Primary classes were paired with intermediate buddy classes to assist in the weaving. Students felt proud of what they made and had the opportunity to connect with different members of the school community. I am hopeful that this will be a tradition that my school continues for years to come!

Week 8 - Mathematics & Fibre Arts, Fashion Arts and Culinary Arts

 Weekly Reading

This week I read Highly Unlikely Triangles and Other Impossible Figures in Bead Weaving by Gwen L. Fisher. The article explores the progression of the impossible triangle, from its origin by Oscar Reutersvärd to popularization by Roger Penrose and M.C. Escher. Gwen introduces an inventive method using beaded sculptures and cubic right-angle weave to represent impossible figures in three dimensions. Specifically, the focus is on creating a "highly unlikely triangle" through beadwork with quarter twists, resolving optical illusions while maintaining flexibility. This technique is extended to construct highly unlikely squares, frames, and tetrahedra, demonstrating a unique approach to beading structures with unexpected twists and color variations. The author emphasizes the artistic complexity introduced by these methods, providing a creative reinterpretation of traditionally two-dimensional impossible figures in a three-dimensional space.

My first stop was making a connection to present day pop culture and the main idea of this article, seeing the mathematics involved in beading. The pop culture trend I thought of was how concert goers and fans are creating friendship bracelets that they wear to Taylor Swift concerts and exchange with other fans. This led me to thinking about how connecting current pop culture trends might lead to greater interest from students. Students could be introduced to using beading as a way of showing mathematical knowledge. Then students could be involved in creating a representation of a mathematical idea (patterning and shapes) by using beading.

My second stop was related to how beautiful the shapes are that Gwen created. It is a challenging task to help students see the beauty in mathematics if they have already built-up barriers or a negative mindset. This article shows ways educators can integrate different ways of thinking about shapes and mathematics in a way that might shift students thinking about beauty of mathematics.

 

 Introduction, Videos, and Activities

The introduction had me thinking about my own ability to notice mathematics in different and sometimes non-traditional ways. I think this is in part due to the K- 12 education system I experienced as a leaner. Now, as we work on shifting the idea of what mathematics is and how it looks in schools, I am still learning to notice the math around me. “Learning involves patience and time” is one of the First People Principles of Learning here in BC. I think it serves as a good reminder for us doing this work that no matter the age of the learner it takes time and to not feel pressure to integrate all ideas at once. It takes trying and experimenting and adjusting to integrate new ideas into ones teaching practice.

I was drawn to watch Making Mathematics with Needle and Thread: Quilts as Mathematical Objects. It was interesting to understand the basics of quilting as it is a hobby my mother has recently taken up. After watching the video, I got the idea to discuss quilting with my mom and ask her to describe her process and if she has ever viewed steps in her quilting process as math. I noticed a connection to last week’s activity as the audience member are brainstorming ways in which mathematics is involved in quilting and the Fibonacci sequence is discussed.

For my activity I choose to watch “What is the best way to lace your shoes? Dream Proof”. I was experimenting with my own lace tying abilities as I was watching. I was drawn to this video as I am an early primary teacher and most of my students cannot tie their own shoes. That does not mean they will not come to school daily wearing shoes with laces! This video had me thinking about how I could use this with my students and not only help them build an understanding of the math involved in tying shoes but also help them build a life skill of tying their own shoes! I have lots of wonderings around how we involve parents and caregivers in this “new” way of doing math. This video could also be used to share with them to help shift their perspective of what is math.