Ethnomathematical connections in the making of crocheted bucket bags: A contribution for teaching arithmetic and geometry

Abstrak

This study examines the ethnomathematical connections activated by artisans who employ crochet techniques in the production of bucket bags. The research responds to the need to recognize and valorize everyday mathematical practices that contribute to the productive, economic, and cultural sustainability of communities, yet have historically remained marginalized within science education, particularly in school mathematics. Adopting a qualitative approach grounded in an ethnographic perspective, the study was conducted in three phases: (1) the selection of artisan weavers from Barranquilla, Colombia; (2) data generation through semi-structured interviews and direct observation of the weaving process; and (3) thematic analysis aimed at identifying and interpreting ethnomathematical connections embedded in artisanal practice. The findings reveal multiple relationships between every day, and institutionalized mathematical knowledge manifested in the construction of bucket bags. These include the use of numerical sequences, counting strategies, arithmetic operations such as addition and multiplication, proportional reasoning, and geometric concepts including circumference, symmetry, and pattern formation. Furthermore, the study identifies non-conventional measurement procedures and intuitive forms of mathematical modeling employed by artisans during production. These ethnomathematical connections demonstrate how culturally situated practices can serve as meaningful contexts for the construction of mathematical understanding, contributing to the re-signification of mathematical knowledge and highlighting the pedagogical potential of artisanal activities for the teaching and learning of arithmetic and geometry.