Patterns Around Us: Using Navajo Culture and Art to See Math

Abstract

Our Diné classrooms need to expand our understanding of patterns, and they need to include different teaching approaches to promote a higher level of mathematical understanding. Our Native students on Navajo land have to recapture their inquisitive thinking skills about patterns. As Peter Gardenfors (2007) mentioned, “perception of patterns is one of the most central cognition processes for all humans. However, while relying on patterns increases our efficiency, it can also hamper our ability to approach situations, especially multicultural encounters with an open mind.” Our grandparents were young livestock keepers or children of design seekers. It is only natural to observe and analyze mesas, buttes, and hills for patterns of mother nature. It is natural for young eyes to scope out patterns in how the horse corral logs are patterned to support the interconnecting beams. Sharon Nelson-Barber and Elsie Trumbull Estrin stated, “Many American Indian students have extensive knowledge of mathematics and science knowledge that is rooted in naturalist traditions common to Native communities and arrived at through observation and direct experience.” Barber and Estrin (1995) The search to see mathematical concepts in natural settings for patterns can help children create patterns. So, this curriculum will show some studies of what “the next level” looks like by using traditional regalia and natural plants or places. Students can explore patterns created in our Navajo wedding basket or Navajo sash belt.