Date Presented

Spring 5-2026

Document Type

Thesis

First Advisor

Dr. Danny Cline

Second Advisor

Dr. Autumn Dodge

Third Advisor

Dr. Paul McClure

Abstract

Mathematics teachers utilize many strategies to teach mathematical concepts, such as working examples on a whiteboard, providing notes sheets, and providing time for individual practice of skills. However, math remains an abstract skill to many students, and math performance in the United States continues to decline in public schools. Between 2019 and 2022, 51 of 53 jurisdictions recognized by The Nation’s Report Card showed a decrease in scores on the organization's assessment for eighth grade public school students. In contrast, activities with hands-on elements, as well as those that allow for student choice-making, have been shown to increase student engagement, memory retention, and learning outcomes. Needlework handicrafts, which encompass a variety of crafts such as crochet, embroidery, knitting, lacemaking, quilting, sewing, and more, provide an excellent canvas to join practical skills, creativity, and mathematics. This study begins with a literature review of existing connections between pedagogical strategies and textile arts to address the following question: What curricula can be developed to integrate fiber arts as learning activities? The curricula can utilize tactile activities in order to create concrete representation of abstract mathematical concepts and promote student learning. The findings aim to inform future design of math curricula that is more likely to increase student engagement and understanding as well as discuss the advantages and drawbacks to utilizing handicrafts in the learning and teaching experience.

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