It takes the average reader 1 hour and 54 minutes to read Weaving Together by Naomi A. Thompson
Assuming a reading speed of 250 words per minute. Learn more
Mathematics remains a gatekeeper in schools (e.g., Moses & Cobb 2001); educators and researchers must carefully consider how diverse mathematical practices can be recognized and valued. In this dissertation, I argue that there is unique promise in weaving for supporting broader ways to engage in mathematics. I conducted the project in two phases. First, I conducted semi-structured interviews with adult weavers, asking, #1: How do experienced weavers characterize the relationships between weaving and mathematics? I recorded video interviews with 22 experienced weavers; each lasted about an hour. In addition to questions such as "What, if anything, do you find to be mathematical about weaving?", participants were asked to provide images of items they wove. Through qualitative analyses (e.g., Glaser & Strauss, 1967), data revealed that adult weavers describe and use math in their weaving in simultaneous and overlapping ways: arithmetic and calculations, image and shape transformations, and multiple embedded patternings. Then, I designed and conducted a weaving workshop with middle-school youth, asking, #2 In an intervention designed to expose youth to the mathematical practices inherent in weaving, how do student-created artifacts showcase learning? #3 When and how do learners tinker in mathematical ways as they learn to weave? Thirteen youth signed up to participate in this workshop. I prompted them to consider the mathematics in their weaving, video recording and photographing the artifacts produced in every session. Through qualitative analyses (e.g., Jewitt, 2011; Jordan & Henderson, 1995), findings show that youth became more adventurous with their designs and artifacts as the nature weaving allowed them to explore the possibilities of the craft. As youth progressed from their first to last projects, they moved above and beyond math standards by inventing and experimenting with the ideas. This work demonstrates that mathematics has multiple meanings and uses, and appears differently across contexts while still being complex. When educators understand math engagement in broader ways, we can begin to better value youths' intellectual work and open up more potential future pathways for youth in mathematics.
Weaving Together by Naomi A. Thompson is 113 pages long, and a total of 28,589 words.
This makes it 38% the length of the average book. It also has 35% more words than the average book.
The average oral reading speed is 183 words per minute. This means it takes 2 hours and 36 minutes to read Weaving Together aloud.
Weaving Together is suitable for students ages 10 and up.
Note that there may be other factors that effect this rating besides length that are not factored in on this page. This may include things like complex language or sensitive topics not suitable for students of certain ages.
When deciding what to show young students always use your best judgement and consult a professional.
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