Weaving Math

Aboriginal Mathematics Inquiry Team

Daryl Goeson
Maria Nicolidakis
Karla Gamble
Matthew Houghland
Rationale
The formation of the Mathematics Inquiry Team in Burnaby came about as a desire to explore the connection
between Mathematics and place-based First Peoples knowledge. The collaboration between the Burnaby
Aboriginal Education Department and Secondary Mathematic teachers allows for the development of strategies
to support and enhance the practice of teachers in our district in incorporating cultural knowledge in the new
BC Mathematics Curriculum. The creation of project based lessons can be shared as a way of incorporating
First Peoples Principles of Mathematical Teaching Respecting Indigenous Knowledge and how First Peoples
use, and continue to use, mathematical knowledge.

First Peoples Principles of Mathematical Teaching

Respecting Indigenous Knowledge
1. Build on indigenous knowledge systems.
2. Relate story teachings to mathematical processes (e.g., how characters solve problems).
3. Make connections to a wide range of differing contexts (daily activities, traditional practices,
activities in the workplace) and integrate learning related to mathematics and other subject areas in
project assignments.
4. Find ways to build learning relationships with the local Aboriginal/cultural community (Elders,
artists, people in various walks of life, including emergent business and industry).
Respecting the learner
5. Build on what students are already familiar with (both abstract “knowledge” and concrete
knowledge).
6. Explore and build on students’ interests (asking learners about what is important to them is a good
way to identify what context will prove meaningful to them as a basis for learning mathematics).
7. Present mathematics problems of various sorts in various sorts in varied ways (visual, oral, role-play,
and experiential problems as well as word and symbol problems).
8. Stimulate students’ innate curiosity and desire to explore.
Fostering the development of positive attitudes
9. Communicate a positive and enthusiastic attitude toward mathematics (be willing to take risks and
make mistakes and encourage students to do the same).
10. Promote and reward perseverance (give necessary time for difficult problems and revisit them on
multiple occasions).
11. Use humour and celebrate successes.
Fostering transformation for both teacher and student (transformative pedagogy)
12. Reflect on and revise your own practice with respect to teaching mathematics (including mistakes).
13. Find ways to build learning relationships with various professional communities where mathematics
plays an important role.
14. Share what your are doing as a teacher with other colleagues, and use colleagues to support self-
reflection.
15. Encourage students to reflect on and be explicit about their own thinking processes and the
transformations in their own understanding.
from www.fnesc.ca Teaching Mathematics in a First Peoples Context

The team was looking for an activity that would be incorporated into a unit rather than be a stand alone unit
in order for the information to be integrated in a meaningful way. We were also thinking of something that
would not take too much time to include in a unit, would be hands on, and would be cost effective. We
wanted to integrate the principles of the redesigned Mathematics curriculum by applying real-life situations,
enable students to interpret the world around them mathematically, and be actively engaged. We thought it
was important that we incorporate the knowledge of the traditional Aboriginal groups whose territory our
district is located (Coast Salish).
 Foundations of Mathematics and Pre-Calculus, Grade 10

Content
Big Idea

Rate of change is an essential Linear relations, including

attribute of linear relations, and slope and equations of lines.
has meaning in the different
representations, including
equations.

Curricular Competencies

Reasoning and Analyzing

 Use reasoning and logic to analyze and apply mathematical ideas.
 Use tools or technology to analyze relationships and test conjectures.
 Model mathematics in contextualized experiences.
Understanding and Solving
 Develop, demonstrate, and apply conceptual understanding of mathematical ideas.
 Engage in problem-solving experiences that are connected to place, story, cultural practices, and
perspectives relevant to local First Peoples communities, the local community, and other cultures.
Communicating and Representing
 Communicate mathematical thinking in many ways.
 Use mathematical vocabulary and language to contribute to mathematical discussions.
 Represent mathematical ideas in a variety of ways.
Connecting and Reflecting
 Reflect on mathematical thinking.
 Incorporate First Peoples worldviews and perspectives to make connections to mathematical
concepts
Learning is holistic, reflexive, reflective, experiential, and relational (focused on con-
nectedness, on reciprocal relationships, and a sense of place).

Learning involves patience and time.

 Possible Mathematics Curriculum Connections

Kindergarten Grade 1

Repeating patterns with Repeating patterns with multiple

multiple elements and elements and attributes.
attributes.

Grade 3
Grade 2  Increasing and decreasing patterns.
Repeating and increasing patterns.  Pattern rules using words and
numbers based on concrete

Grade 4
Increasing and decreasing Grade 5
patterns, using tables and  Rules for increasing and decreasing
charts. patterns with words, numbers, symbols,
and variables.
 Single transformations.

Grade 6
 Increasing and decreasing patterns, using Grade 7
expressions, tables, and graphs as functional
Discrete linear relations, using
relationships.
expressions, tables, and graphs.
 Line graphs.

Grade 8 Grade 9
Discrete linear relations. Two-variable linear relations, using graphing,
interpolation, and extrapolation.

Grade 11—Workplace Mathematics

 Linear relationships.
 Slope as a rate of change.
Coast Salish peoples have developed weaving techniques for over 20,000 years or more. Coast
Salish blankets have been made by women spanning from the mouth of the Columbia River in
Oregon north to Bute Inlet in British Columbia. The blankets are used for ceremonial purposes and is
a status symbol of wealth and prosperity. Wearers of the blankets are often leaders in the Coast
Salish communities. Traditionally, the blankets were also used as currency and bartered for goods.
This lesson was developed as a way of integrating Indigenous Knowledge of the weaving of blankets
with an understanding of slope and equations in the Grade 10 Mathematics Curriculum.

Web Resources:
Chief Joe Capilano Blanket—https://
www.youtube.com/watch?
v=WLnBZgdbSyc
Coast Salish Spinning and Weaving—
UBC Blogs (pdf)
Coast Salish Weaving Lesson Plan
(pdf)
Lesson Plan on Coast Salish
Weaving—Glenbow (pdf)
Musqueam Weavers Final—Museum
of Anthropology (pdf)
Weaving a Quarter Bag—http://
blogs.ubc.ca/aboriginalmathnetwork/
files/2014/03/
WeavingBagInstructions.pdf

Books/CDs/DVDs
Coast Salish Weaving (cd-rom) -
https://www.historymuseum.ca/
boutique/product/coast-salish-weaving/
Hands of Our Ancestors by Elizabeth
Lominska & Kathryn Berrick Johnson
Salish Blankets by Leslie Tepper,
Janice George & Willard Joseph
Salish Weaving by Paula Gustafson
 MATERIALS

1 cm apart widthwise

1 cm cut down lengthwise

Please note that it is

important to have the ribs
of the cardboard be
vertical.

The yarn should be thick so

that students are not
weaving forever.

The yarn should also be a

wool blend as wool catches
and holds together better
than synthetic yarns.

For two classes of 30

students we only needed
two balls of yarn.
Yarn needles are a good option for
students who have difficulty using
their fingers to weave. Choose two colours that
sharply contrast in order for
They are also good for weaving in
them to show up well in
the ends.
photos.
Lesson 1 Weaving
The unit on slope was introduced using a PowerPoint on the cultural significance of Coast Salish weaving and it’s
connection to the Musqueam, Tsleil-Waututh, and Squamish Nations who have traditional territory in Burnaby.
The students were then taught how to weave a slant design using the methods taught by Anjeanette Dawson from
the Squamish Nation. The instructions were modified from Weaving a Quarter Bag at: http://blogs.ubc.ca/
aboriginalmathnetwork/ideas-lessons/. The cardboard used as the loom and the yarn were prepared ahead of time.
A PowerPoint on how to weave was shown as we walked the students through the steps.

Lesson 2 Weaving
Students finish weaving the panel of the slant design they started in the previous class. Each session is one hour
and ten minutes. They were taught how to weave in the ends and complete their weaving. Please note that the stu-
dents will be using mathematics vocabulary throughout the weaving process (Slope, parallel lines, and perpendicular
lines).

Lesson 3 Slope (Equation of Line)

Lesson 4 Computer Lab (DESMOS Program)

Students were asked to take pictures of their weaving and send it to their email in order to access it to use with the
DESMOS computer program. They can choose to log into the program using a Google account. The following
questions can be answered using their weaving.
What’s My Equation? Is the woven pattern straight?
Are the line patterns parallel?
How do you know?
What’s My Equation With a 90ᵒ Rotation? Find the equation of at least three lines of weaving.
Are any lines perpendicular to the previous equations?
How do you know?
Is the woven pattern straight?
Are the line patterns parallel?
Are any lines perpendicular to the previous equations?
W
E
A
V
I
N
G
 Using DESMOS
Students will need a google account—most will have one.

It is a good idea for students to take a photo of their weaving prior to going to the computer lab. They can
then email the pictures using Wi-Fi at home and upload them to the program at school.

It is also advisable to bring a device to the lab in order to take pictures if students have not already done so.
You may also choose to use a picture of your weaving, or another students’ weaving for the students who
have not completed the project.
Weaving and DESMOS

Rotate 90ᵒ
 Questions Worth Asking
What do you notice about the slopes of each set of lines? Explain why this is so.

How are the slopes of the first set of lines connected to the slopes of the second set of lines? Explain why
this is so.

Student Reflection
How has your understanding of slope, parallel lines, and perpendicular lines deepened?

How has this activity helped you perceive the world with a mathematical lens?
Linear Equations Weaving Assignment Name:

Take a picture of your weaving. Insert it here…

Choose one colour to focus on. Use desmos.com to come up with the equations of the lines created by that
colour. I choose black to focus on.
The Equations of the Lines:

Orange Line:

Blue Line:

Green Line:

What do you notice about the slopes of each line?

Explain why this is so:

Now rotate your weaving by 90⁰ and try to find the new equations of the lines (of the colour that you
have chosen.) Insert it here.
 EXTENSIONS

Create a new weaving with Oblique Lines

Disclaimer: This is very difficult!

Use DESMOS to create a weaving design. Try to weave your design.

Start with a square grid.

Use DESMOS with a picture that you like.
 Contacts
Daryl Goeson Department Head Teacher, Mathematics
[email protected]

Maria Nicolidakis Department Head Teacher, Mathematics

[email protected]

Karla Gamble Aboriginal Secondary Resource Teacher

[email protected]