Teaching Mathematics through Traditional Weaving Patterns: A Cultural Heritage Integration Model

This study investigated the integration of cultural heritage into mathematics instruction by incorporating traditional weaving patterns as pedagogical tools. Conducted at Apayao State College, it examined how weaving designs, embedded with geometric concepts such as symmetry, tessellation, and transformations, could contextualize mathematics learning while fostering problem-solving, creativity, engagement, and cultural appreciation. Guided by a sequential mixed-methods, design-based research framework, the study unfolded in three phases: (1) documentation of local weaving knowledge and its mathematical structures, (2) co-design of a weaving-integrated instructional unit with teachers and community weavers, and (3) classroom implementation with first-year college students (n = 62). Data collection involved pre- and post-tests, performance tasks, surveys, observations, teacher logs, and focus group discussions. Quantitative findings showed a 21-point mean gain in the experimental group compared to 6 points in the control group (p < .01; Cohen’s d = 0.68), indicating the effectiveness of weaving-based instruction in enhancing conceptual understanding. Students rated the lessons as highly engaging (M = 4.5/5) and culturally relevant (M = 4.7/5), with superior performance in problem-solving and creativity. Qualitative results revealed that students appreciated recognizing mathematics in cultural artifacts, experienced reduced anxiety toward the subject, and expressed pride in their heritage. Despite challenges such as limited materials, both teachers and students demonstrated resourcefulness. The study concludes that weaving-integrated mathematics instruction effectively bridges abstract concepts and cultural practices, enhancing learning outcomes while supporting cultural preservation.