From Loom to Classroom

One of the current challenges in mathematics education is how to link school mathematics to student’s culture and everyday activities to improve the quality of the student’s mathematical learning. Drawing ideas from scholarship in ethno-mathematics, this study attempted to comprehend the mathematical concepts embedded in the weaving art of jolaha peoples. The study employed a qualitative research method to unravel the mathematical elements. Evidence of mathematical practices of the Jolaha community in the art of weaving indicated that irrespective of the mathematical experience, they all employed a certain level of informal mathematics in the discharge of their duties. The researcher explored the Jolaha weaving skills from a mathematical perspective and noted the mathematical ideas, concepts of traditional counting systems, traditional measurement units, concepts of translation, and rhombus that can be used to teach mathematics through ethno-mathematical strategies in the classroom, and concluded with discussion of mathematical elements that can be integrated with the mathematics curriculum to enhance mathematics teaching in the classroom

Architectural engineering · Art · LOOM · Mathematics education · Visual arts · Weaving · Architecture and Cultural Influences · Computer Science · Cultural and Artistic Studies · Engineering · Environmental Engineering and Cultural Studies · Mathematics · Artificial Intelligence · Mechanical Engineering