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Despite recent efforts to support learners from traditionally minoritized backgrounds in mathematics, inequities in math achievement and participation still exist, particularly for women and people of color. Additionally, much of how math is taught in schools aligns with a particular epistemology that comes from western mathematicians and philosophers. While a strong link between weaving and mathematics has been established, fewer studies explore the possibilities of this link for supporting youth's pluralistic engagement with mathematics in educational settings. Thus, we ask: In a making-focused intervention designed to expose youth to the mathematical practices inherent in weaving, how do student-created artifacts showcase learning? In this paper, four cases demonstrate how middle-school youth learning to weave and learning through weaving experimented or leveled up their planned or implemented designs. Their learning processes showcase engagement with mathematics that mirrors that of more experienced weavers. Making visible the mathematical engagement that youth undertake through weaving may be a step toward building frameworks and classroom activities through making that work to combat these disciplinary issues. [ABSTRACT FROM AUTHOR]

In this paper, we describe an activity that involves economics and mathematics. It is included in the planning of orientation paths towards university studies within the Mathematical High School Project and is dedicated to students in the last years of high school. In particular, this research will deal with the issue of solving an economic problem using not only real analysis instruments but also geometrical topics concerning Euclidean geometry and topology. Mathematics becomes a language to understand and explain a real life problem, such as determining the optimal position of an airport, a nuclear reactor and so on. Some activities made use of dynamic geometry software and computer simulations. [ABSTRACT FROM AUTHOR]