Teaching Math Skills with Textile Arts: Crafting a New Classroom Curriculum
Location
Room 232, Schewel Hall
Access Type
Open Access
Presentation Type
Oral presentation
Entry Number
103
Start Date
4-16-2026 3:15 PM
End Date
4-16-2026 3:30 PM
School
School of professional and Applied Sciences
Department
Education
Keywords
textile arts, math, education, curriculum development, hands-on pedagogy, mathematics education
Abstract
Students of mathematics may utilize lectures, notes, and practice problems on a daily basis to learn how to perform different skills, but these forms of learning are not always the most engaging or even helpful for students. The depth of relevant learning activities, or lack thereof, may be a factor in the waning performance of United States mathematics students. An emphasis on creative hands-on activities may help bridge the gap between abstract formulas and a concrete understanding of mathematical concepts. One such way to integrate creativity into learning is by designing curricula to include practical scenarios where math is necessary for successful execution of an imaginative idea. Needlework handicrafts, which encompass a variety of crafts such as crochet, embroidery, lacemaking, quilting, and more, provide an excellent canvas to join practical skills, creativity, and mathematics. Hemming a pant leg or the basics of knitting a garment can be used to teach students how to accurately take measurements, how to convert inches to centimeters, how to convert fractions into decimals, how to calculate the circumference of a circle, and more. The craft of weaving can be used to teach simple number sense and pattern recognition, making it better suited for younger math learners. Each craft can provide unique advantages in teaching certain age groups and learning objectives. This presentation will focus on how lesson plans aligned to the Common Core State Standards of Mathematics can implement activities involving handicrafts, including knitting, sewing, and weaving, in order to teach terminology and skills included in a secondary school geometry course. This research aims to emphasize the relationship between handicrafts and mathematical learning, and discuss the advantages to utilizing handicrafts such as sewing, knitting and weaving to amplify the learning and teaching experience for both students and educators.
Primary Faculty Mentor(s)
Dr. Danny Cline Dr. Autumn Dodge
Primary Faculty Mentor(s) Department
Mathematics Education
Additional Faculty Mentor(s)
Dr. Paul McClure
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Teaching Math Skills with Textile Arts: Crafting a New Classroom Curriculum
Room 232, Schewel Hall
Students of mathematics may utilize lectures, notes, and practice problems on a daily basis to learn how to perform different skills, but these forms of learning are not always the most engaging or even helpful for students. The depth of relevant learning activities, or lack thereof, may be a factor in the waning performance of United States mathematics students. An emphasis on creative hands-on activities may help bridge the gap between abstract formulas and a concrete understanding of mathematical concepts. One such way to integrate creativity into learning is by designing curricula to include practical scenarios where math is necessary for successful execution of an imaginative idea. Needlework handicrafts, which encompass a variety of crafts such as crochet, embroidery, lacemaking, quilting, and more, provide an excellent canvas to join practical skills, creativity, and mathematics. Hemming a pant leg or the basics of knitting a garment can be used to teach students how to accurately take measurements, how to convert inches to centimeters, how to convert fractions into decimals, how to calculate the circumference of a circle, and more. The craft of weaving can be used to teach simple number sense and pattern recognition, making it better suited for younger math learners. Each craft can provide unique advantages in teaching certain age groups and learning objectives. This presentation will focus on how lesson plans aligned to the Common Core State Standards of Mathematics can implement activities involving handicrafts, including knitting, sewing, and weaving, in order to teach terminology and skills included in a secondary school geometry course. This research aims to emphasize the relationship between handicrafts and mathematical learning, and discuss the advantages to utilizing handicrafts such as sewing, knitting and weaving to amplify the learning and teaching experience for both students and educators.