Mathematical Ideas in Mat Weaving: Connecting Ethnographic Field Study and Classroom Teaching

Abstract

Mat weaving is one of the common activities performed in different communities, generally in the rural part of Nepal. Mat weavers practice mathematical ideas and concepts implicitly in order to perform their job. The teaching and learning of school mathematics can be enriched if the concepts are taught based on students’ experiences and practices. This study was intended to uncover the mathematical ideas embedded in mat weaving that can help teachers and students in the teach[1]ing and learning of school mathematics. Ethnographic methodology was used to uncover and describe the beliefs, values, understanding, perceptions and attitudes of the mat weavers towards mathematical ideas and concepts in the process of mat weaving. A total of 4 mat weavers, 2 mathematics teachers and 12 students from grade level 8-10, who were used to participating in weaving, were selected for the study. The whole process of the mat weaving, classroom observation and in-depth interview were taken with the participants with the help of an interview guide and an observation checklist. The mathematical activities in different sectors of their lives, their ways of understanding the natural phenomena, and their ethnomath[1]ematical knowledge were analyzed with the notions of pluralism. From the field data, it was found that the mat weaver exhibited sophisticated geometrical ideas in the process of construction of frame and mat. The possibilities of incorporat[1]ing these cultural activities and the pedagogical techniques were observed in the mathematics classroom. It is argued that it is possible to use mat weaving activi[1]ties in the teaching and learning of school mathematics.