Weaving Together:
Exploring How Pluralistic Mathematical Practices Emerge Through Weaving
Ongoing Research Project
Throughout this ongoing project, I argue that there is unique promise in traditional yarn crafts for honoring and encouraging multiple ways of knowing in STEM education, particularly through weaving. There is a rich material and historical link between mathematics and weaving, and while the craft has been shown to be highly mathematical in certain contexts, research has not explored the mathematical nature of weaving in modern educational contexts. Additionally, while we know that the intersection between crafts more generally and STEM in the classroom is a fruitful area for learning , and that arts-integrated approaches can have positive impacts on educational achievement, the specific link between learning to weave and emergent diverse mathematical practices has not yet been examined in an educational context. I aim to help learners re-imagine mathematics and their relationship to it.
I conducted a series of interviews with experienced weavers about their craft practices, and a workshop where middle school students will learn to weave. This project builds on the NSF-funded Re-Crafting mathematics project by diving deeper into the craft of weaving and designing a mathematical weaving intervention for young learners.
Dr. Kylie Peppler was the chair for the associated dissertation project.
Exploring How Pluralistic Mathematical Practices Emerge Through Weaving
Ongoing Research Project
Throughout this ongoing project, I argue that there is unique promise in traditional yarn crafts for honoring and encouraging multiple ways of knowing in STEM education, particularly through weaving. There is a rich material and historical link between mathematics and weaving, and while the craft has been shown to be highly mathematical in certain contexts, research has not explored the mathematical nature of weaving in modern educational contexts. Additionally, while we know that the intersection between crafts more generally and STEM in the classroom is a fruitful area for learning , and that arts-integrated approaches can have positive impacts on educational achievement, the specific link between learning to weave and emergent diverse mathematical practices has not yet been examined in an educational context. I aim to help learners re-imagine mathematics and their relationship to it.
I conducted a series of interviews with experienced weavers about their craft practices, and a workshop where middle school students will learn to weave. This project builds on the NSF-funded Re-Crafting mathematics project by diving deeper into the craft of weaving and designing a mathematical weaving intervention for young learners.
Dr. Kylie Peppler was the chair for the associated dissertation project.
Digital Youth Divas Network
http://digitalyouthnetwork.org/divas/
Previous role: Postdoctoral Researcher
Currently: Research Partner
This project, funded by Dr. Pinkard's NSF-funded ITEST project focuses on developing girl-affirming STEAM learning ecosystems in Evanston and Chicago. Digital Youth Divas is an out-of-school program that engages middle school girls, especially Black and Latina girls, in design-based engineering, computer science, and other STEAM activities.
Support for this project comes from the National Science Foundation (Grant #1850543)
http://digitalyouthnetwork.org/divas/
Previous role: Postdoctoral Researcher
Currently: Research Partner
This project, funded by Dr. Pinkard's NSF-funded ITEST project focuses on developing girl-affirming STEAM learning ecosystems in Evanston and Chicago. Digital Youth Divas is an out-of-school program that engages middle school girls, especially Black and Latina girls, in design-based engineering, computer science, and other STEAM activities.
Support for this project comes from the National Science Foundation (Grant #1850543)
Re-Crafting Mathematics
http://www.iu.edu/~rcmath/
Previous role: Graduate Researcher
"Re-Crafting Math aims to better understand how traditional female crafting practices can make far-reaching improvements in a range of learning outcomes in science, technology, engineering, and mathematics (STEM) education. These types of investigations will help reveal key issues underlying the underrepresentation of women and girls in lifelong STEM learning. This is a collaborative effort between the Creativity Labs at Indiana University and Peabody College of Vanderbilt University."
--http://www.creativitylabs.com
Support for this project comes from the National Science Foundation (Grant #1420303).
http://www.iu.edu/~rcmath/
Previous role: Graduate Researcher
"Re-Crafting Math aims to better understand how traditional female crafting practices can make far-reaching improvements in a range of learning outcomes in science, technology, engineering, and mathematics (STEM) education. These types of investigations will help reveal key issues underlying the underrepresentation of women and girls in lifelong STEM learning. This is a collaborative effort between the Creativity Labs at Indiana University and Peabody College of Vanderbilt University."
--http://www.creativitylabs.com
Support for this project comes from the National Science Foundation (Grant #1420303).
BioSim
http://www.iu.edu/~biosim/
Previous Role: Lead Graduate Researcher
"BioSim—a participatory simulation where young students (grades K-3) enact the roles of honeybee and army ants in biological systems through the assistance of computer-enhanced e-puppets—is designed to elevate youths’ understanding of complex systems though novel combinations of play, reflection, interaction, and exploration. This study capitalizes upon the alignment between participatory simulations and the play activities of young children, who are already apt to explore topics of interest to them through play-acting and games. It is a partnership between Peppler's Creativity Labs and Danish's RAPT Lab in the School of Education, the Moczek Lab in the College of Arts and Sciences, and the WonderLab Museum of Science, Health, and Technology. "
-- http://www.creativitylabs.com
Support for this project comes from the National Science Foundation (Grant #1324047).
http://www.iu.edu/~biosim/
Previous Role: Lead Graduate Researcher
"BioSim—a participatory simulation where young students (grades K-3) enact the roles of honeybee and army ants in biological systems through the assistance of computer-enhanced e-puppets—is designed to elevate youths’ understanding of complex systems though novel combinations of play, reflection, interaction, and exploration. This study capitalizes upon the alignment between participatory simulations and the play activities of young children, who are already apt to explore topics of interest to them through play-acting and games. It is a partnership between Peppler's Creativity Labs and Danish's RAPT Lab in the School of Education, the Moczek Lab in the College of Arts and Sciences, and the WonderLab Museum of Science, Health, and Technology. "
-- http://www.creativitylabs.com
Support for this project comes from the National Science Foundation (Grant #1324047).
Designing A New Nexus
Previous role: Graduate Researcher
"This project, funded by Dr. Peppler's Early CAREER award from NSF, extends her earlier work on computational textiles (e-textiles) through systematic comparisons across a variety of new tools, materials, and practices used in electronics and computing. The aim is to more fully theorize how the social construction of various tools and materials shapes learning and participation."
-- http://www.creativitylabs.com
Support for this project comes from the National Science Foundation (Grant #1553398).
Previous role: Graduate Researcher
"This project, funded by Dr. Peppler's Early CAREER award from NSF, extends her earlier work on computational textiles (e-textiles) through systematic comparisons across a variety of new tools, materials, and practices used in electronics and computing. The aim is to more fully theorize how the social construction of various tools and materials shapes learning and participation."
-- http://www.creativitylabs.com
Support for this project comes from the National Science Foundation (Grant #1553398).
