Week 9: Math and Weaving

Reflective Reading 

from Åström, A., & Åström, C. (2021). The art and science of rope. https://doi.org/10.1007/978-3-319-57072-3_15

As an educator committed to providing a well-rounded and engaging curriculum for my grade 1 students, I often find inspiration in unexpected places. Recently, I delved into the article "Art and Science of Rope" by Alexander Åström and Christoffer Åström, which provided a fascinating exploration of the historical and archaeological aspects of rope making. While the content might seem advanced for young learners, the fundamental concepts and the intersection of art and science presented valuable insights that I could connect with my teaching experiences.

Stop Point 1: The Ancient Connection between Tools and Art

The article delves into the historical significance of tools, arguing that their usage was a crucial part of human evolution. This idea resonates strongly with my teaching philosophy, emphasizing the importance of hands-on experiences for young learners. I believe that providing students with tools, even simple ones like pencils and scissors, fosters their cognitive and motor skills development.

In my classroom, we often engage in art activities that involve using various tools, allowing students to explore their creativity while developing essential skills. Reflecting on the historical context presented in the article, I can draw parallels between our art projects and the early use of tools by our ancestors, showcasing the enduring connection between creativity and practicality.

Stop Point 2: Cordage and Rope as Essential Tools

The article highlights the crucial role of cordage, asserting that it is one of the most important tools ever used by humans. This revelation opens up a valuable opportunity to introduce the concept of tools in a broader sense to my young students. By simplifying the idea that rope and cordage are tools, I can emphasize their significance in various human activities.

Incorporating this knowledge into my teaching, I can design activities that involve teamwork and collaboration, simulating the communal aspects of using tools. This not only aligns with the historical context discussed in the article but also encourages social development among my grade 1 students.

Stop Point 3: Nature as Inspiration for Innovation

The article suggests that early cordage production might have been inspired by nature, specifically plants with ropelike structures. This notion provides an excellent segue to introduce the concept of innovation and problem-solving to young minds. By exploring the idea that early humans looked to nature for inspiration, I can encourage my students to observe and draw inspiration from their surroundings.

Incorporating nature-themed art projects and discussions about the ingenious ways in which humans have learned from the world around them can foster a sense of curiosity and environmental awareness in my grade 1 students.

In conclusion, the exploration of the "Art and Science of Rope" article has not only deepened my understanding of historical tools but has also offered valuable insights into connecting these concepts with my teaching practices. By weaving together the threads of history, art, and science, I aim to provide my grade 1 students with a holistic learning experience that sparks their curiosity and nurtures a love for exploration.

Three Reflective Questions

• 1) How can I integrate the concept of tools, inspired by the historical use of cordage and rope, into more hands-on and collaborative activities in my grade 1 classroom?

• 2) In what ways can I foster a sense of curiosity and environmental awareness in grade 1 students by drawing connections between nature's inspiration for cordage and their own creative endeavors?

• 3) How might I adapt my teaching methods to cater to different learning styles when introducing historical and archaeological concepts, ensuring that grade 1 students grasp the fundamental ideas without feeling overwhelmed?

Week 8: Knitting & Math

Reflecting on Knitting and Math: A Tapestry of Learning

Belcastro, S.-M. (2023). Adventures in mathematical knitting. American Scientist, 111(6), 426-429.

As a first-grade educator, I'm always on the lookout for innovative ways to engage young minds and make learning meaningful. 

Stop 1: An Unexpected Intersection
The article "Adventures in Mathematical Knitting," unveiled a fascinating connection between a seemingly traditional craft and complex mathematical concepts like manifolds. The article highlighted how basic knitting techniques, like increasing and decreasing stitches, can be used to represent the curvature of these abstract objects. This sparked a realization: knitting, with its tangible nature, could potentially bridge the gap for students struggling to grasp abstract mathematical concepts.

Stop 2: The Power of Making
This realization resonated deeply with my understanding of learning through making. When children are actively involved in creating something, they engage different areas of their brains, solidifying understanding and fostering a sense of ownership over their learning. Knitting, with its repetitive and rhythmic nature, can also promote focus and mindfulness, essential skills for young learners.

Stop 3: Weaving Learning Experiences
However, translating the intricacies of manifolds into first-grade classrooms might be a bridge too far. But that doesn't mean the core concept of using tangible representations can't be adapted. Here are some ways I envision incorporating the spirit of mathematical knitting into my lessons:

Shape Exploration: Students can use yarn to create basic shapes like squares, triangles, and circles. This activity not only reinforces shape recognition but also allows them to explore the concept of perimeter and area through hands-on manipulation.

Pattern Play: Introducing simple knitting patterns, like alternating colors or creating stripes, can introduce students to the concept of patterns in mathematics. They can practice identifying, replicating, and even creating their own patterns, building foundational skills in sequencing and logic.

Counting and Addition: Yarn can be used to create visual representations of addition and subtraction problems. Students can manipulate the yarn to add or remove strands, making the process of abstract calculation more concrete and engaging.

While these are just a few initial ideas, the possibilities are vast. Collaborating with art or crafts teachers could unlock further creative avenues, like weaving geometric shapes or creating yarn sculptures representing various mathematical concepts. The key takeaway is this: embracing the unexpected connections between seemingly disparate subjects like knitting and math can spark curiosity, foster a love for learning, and ultimately create a richer tapestry of understanding for our students.

It has reminded me of the power of creativity, exploration, and cross-curricular connections in fostering a love of learning in young minds. As I continue to explore these possibilities, I am confident that the lessons learned will far exceed the boundaries of the classroom, leaving a lasting impact on both my students and me.

Video: Origami Fashion with Uyen Nguyen Part 1

Uyen Nguyen's video demonstrates the transformation of origami paper into a form of fashion. She delves into aspects like direction, patterns, and shapes, including curves, diagonals, diamond patterns, and more. This serves as a compelling illustration of the diverse connections that can be forged between origami and mathematics.

This Week's Activity:curricular work with Coast Salish weaving and mathematics.

Over the weekend, I spent time with my niece engaging in hand weaving activities. Together, we measured the required amount of yarn, practiced various patterns, focused on the right direction, and determined when to flip our hands for the next layer. It was a delightful experience to intertwine mathematical considerations with the enjoyment of creative play.