Untangling the “Knot” Your Typical Math problem

Author: Amanda Ruch and Sara Rezvi
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Volume/Issue:
Volume 25: Issue 7
Page(s):
400–403
DOI:
https://doi.org/10.5951/teacchilmath.25.7.0400
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As students create and analyze mathematical knots, they develop their ability to reason spatially and engage in concepts not typically part of a geometry curriculum. Originally published in the May 2018 issue of TCM, this problem allows students to expand their understanding of mathematics by exploring knot theory.

Contributor Notes

Amanda Ruch, amanda.ruch@gmail.com, is an elementary school teacher, teacher educator, and instructor for Math Circles of Chicago, Illinois. She is interested in engaging students in collaborative problem-solving experiences and making mathematics accessible, relevant, and fun for all.

Sara Rezvi, rezvi@uic.edu, is a doctoral student at the University of Illinois at Chicago, a former high school mathematics teacher, and a current instructional coach to new teachers in Chicago. She is interested in making mathematics meaningful for all students through critical thinking, social justice, and culturally relevant pedagogy.

(Corresponding author is Ruch amanda.ruch@gmail.com)
(Corresponding author is Rezvi rezvi@uic.edu)
Teaching Children Mathematics
Cover Teaching Children Mathematics
Copyright:
The National Council of Teachers of Mathematics, Inc. All rights reserved. 2019
Page Count:
4
Article Category:
Research Article
Print Publication Date:
01 May 2019
Online Publication Date:
May 2019
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