Kolam: A Mathematical Treasure of South India

Autor/inn/en	Thirumurthy, Vidya; Simic-Muller, Ksenija
Titel	Kolam: A Mathematical Treasure of South India
Quelle	In: Childhood Education, 88 (2012) 5, S.309-314 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-4056
DOI	10.1080/00094056.2012.718608
Schlagwörter	Geometric Concepts; Foreign Countries; Cultural Activities; Learning Activities; Mathematics Activities; Mathematics Skills; Skill Development; Cultural Influences; Social Influences; Thinking Skills; Visual Arts; Imagery; Spatial Ability; Culturally Relevant Education; Educational Practices; Academic Achievement; India + Suchen Sie Ihr Suchwort? Elementare Geometrie; Ausland; Cultural activity; Kulturelle Aktivität; Lernaktivität; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Kompetenzentwicklung; Qualifikationsentwicklung; Cultural influence; Kultureinfluss; Sozialer Einfluss; Denkfähigkeit; Optische Gestaltung; Metaphorik; Räumliches Vorstellungsvermögen; Bildungspraxis; Schulleistung; Indien
Abstract	In the art form of "kolam," dots called "pulli" are arranged in rhombic, square, triangular, or free shapes, and a single, uninterrupted linear or curvilinear line, called the "kambi," intertwines the dots (Yanagisawa & Nagata, 2007). While there are no written or verbally stated rules, Yanagisawa and Nagata have deduced some of the basic rules of "pulli" and "kambi kolam" from examining the designs: "(1) Loop drawing-lines, and never trace a line through the same route. (2) The drawing is completed when all points are enclosed by a drawing-line. (3) Straight lines are drawn along the dual grid inclined at an angle of 45 degrees. (4) Arcs are drawn surrounding the points. (5) Smooth drawing" (p. 32). They do point out that some exceptions to these rules are made, although rarely. The authors would also like to add, based on their observations, a sixth rule: there must be symmetry in the drawings. Girls somehow understand these implicit regulations and operate within the parameters. In this article, the authors discuss the significance of this sociocultural activity and provide an analysis of the inherent academic concepts, skills, and dispositions children may gain from observing and participating in the activity. Then, the authors explore the concept of (ethno)mathematics in "kolam" and the potential opportunities to learn mathematical concepts and skills. The authors will briefly discuss the importance of everyday activities to children's learning and provide a theoretical framework and the potential skills--visual, spatial, and algebraic--and academic concepts nested in the "kolam" activity. (Contains 3 figures.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10