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There continues to be significant inequality in women’s representation in STEM careers. In efforts to remedy this, the importance of hands-on, interest-driven learning in math is often overlooked. Building on a feminist perspective, everyday math, and constructionism, we looked at traditionally feminine crafting practices as underexplored avenues for concretizing mathematical instruction by examining women crafters’ descriptions of their practices and their comparisons of “craft math” to “school math.” We conducted interviews with women crafters from six different craft traditions (e.g., crocheting, knitting, quilting, sewing, spinning, and weaving) and found that many of their comparisons of craft and school math commented on the purpose of math, a stance toward math, or a questioning of the nature of using of math.
Naomi Thompson, University at Buffalo - SUNY
Sophia Bender, Indiana University - Bloomington
Anna Keune, Indiana University - Bloomington
Kylie A. Peppler, Indiana University - Bloomington
Kate Samson
Pooja Saxena, Indiana Department of Education
R. Mishael Sedas, Creativity Labs
Suraj Uttamchandani, Indiana University - Bloomington