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.
Amanda Ruch, email@example.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, firstname.lastname@example.org, 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.