Textiles in three dimensions: an investigation into processes employing laser technology to form design-led three-dimensional textiles

This research details an investigation into processes employing laser technology to create design-led three-dimensional textiles. An analysis of historical and contemporary methods for making three-dimensional textiles categorises these as processes that construct a three-dimensional textile, processes that apply or remove material from an existing textile to generate three-dimensionality or processes that form an existing textile into a three-dimensional shape. Techniques used in these processes are a combination of joining, cutting, forming or embellishment. Laser processing is embedded in textile manufacturing for cutting and marking. This research develops three novel processes: laser-assisted template pleating which offers full design freedom and may be applied to both textile and non-textile materials. The language of origami is used to describe designs and inspire new design. laser pre-processing of cashmere cloth which facilitates surface patterning through laser interventions in the manufacturing cycle. laser sintering on textile substrates which applies additive manufacturing techniques to textiles for the generation of three-dimensional surface patterning and structures. A method is developed for determining optimum parameters for laser processing materials. It may be used by designers for parameter selection for processing new materials or parameter modification when working across systems

Mathematical textiles: the use of knot theory to inform the design of knotted textiles

This paper reports on an ongoing practice-led research project examining the relationship between mathematical knot theory and knotted textiles, i.e., how mathematics may be used to characterize knotted textiles and how mathematics learners and textile designers can mutually benefit from this relationship. The research questions include: (1) whether craft and mathematical knots share comparable characteristics; (2) whether knot theory can examine the mathematical properties of knotted textile structures; and (3) how knot theory can facilitate the conceptualization, design and production of three-dimensional textiles. This paper focuses on the first phase of the research process, which commences with the mathematical characterization process which enables three-dimensional knotted textiles previously created by the author to be considered, e.g., what a knot is, how it is formed, what makes two knots equivalent, what composite knots (two or more knots together) are, what effect the spaces between and within knots have, what influence material characteristics (elastic, flexible, or rigid) have on knots, etc

Engineering students understanding mathematics

ESUM (Engineering Students Understanding Mathematics) is a developmental research project at a UK university. The motivating aim is that engineering students should develop a more conceptual understanding of mathematics through their participation in an innovation in teaching. A small research team (the authors) has both studied and contributed to innovation which included small group activity, a variety of forms of questioning, an assessed group project and use of the GeoGebra medium for exploring functions. The main study took place in the academic year 2010-11, but development is ongoing

Engineering students understanding mathematics (ESUM): research rigour and dissemination

The Engineering Students Understanding Mathematics (ESUM) project was a developmental research project aimed at enhancing the quality of mathematics learning of students of materials engineering in terms of their engagement and conceptual understanding. The initial phase of the project consisted of an innovation in mathematics teaching-learning which was designed, implemented and studied, with feedback and concomitant modification to practice. Details are reported in Jaworski (2011b). The second phase of the project, reported here, focused more overtly on the analysis of data in relation to theoretical perspectives. In particular, Activity Theory (AT) was used to make sense of emerging findings. A literature review was undertaken and showed evidence of so-called ‘constructivist’ methods being introduced to the teaching of mathematics in higher education (HE). Dissemination has taken place both internally within the institution and externally and is still ongoing. It has generated interest and activity beyond the local setting. Findings from the project include students’ views on elements of the innovation, improved scores on tests and examinations compared with earlier cohorts and students’ strategic approaches to their studies and ways in which this creates tensions with lecturers’ aims in designing the innovatory approach. The gains from the projects can be seen in terms of developing knowledge of the complexities of achieving principles for more conceptual understandings of mathematics within the context and culture in which teaching and learning take place

Textiles in three dimensions: an investigation into processes employing laser technology to from-led three-dimensional textiles

Textiles in three dimensions: an investigation into processes employing laser technology to from-led three-dimensional textile

How we teach: mathematics teachers talk about what they do

The How we Teach seminar series has included seminars presented by both mathematicians and mathematics educators focusing on their teaching of mathematics to mathematics or engineering students. Video-recordings of 10 of the seminars have been analysed to discern a teaching discourse and characterise a community of practice in teaching. Further, we suggest that opportunities to talk about how we teach not only reveal the discourse, but make us aware of issues in teaching; they alert us to what we know and importantly what we do not know. Mathematicians and mathematics educators together address issues related to the learning of our students and how best effective learning can be achieved. Questioning of practices and processes in teaching, leads to possibilities for new forms of practice and development of an inquiry community in teaching

RTD2015 14 Ways of Being Strands: Exploration of Textile Craft Knots by Hand and Mathematics

<p>The paper presents an ongoing collaborative project between a textile practitioner-researcher and a textile practitioner-mathematician that investigates the relationship between mathematical knot theory and knotted textiles. It examines how multiple monochrome textile knots may be characterised using mathematical analysis and how this in turn may facilitate the conceptualisation, design and production of knotted textiles.</p> <p>Mathematical investigation of Nimkulrat’s knotted textile practice through the use of mathematical knot diagrams by Matthews revealed knot properties such as strand start/ end positions and strand active/passive roles which were indiscernible from the work alone. This approach led to a way of visualising knot designs using more than one colour prior to making. Further iterative design experimentation and material properties led to the creation of a new striped pattern and a three-dimensional artefact which will be exhibited.</p> <p>The result of this current research phase illuminates the role of mathematics in making the knotting process explicit. It demonstrates the influence of mathematical analysis on craft practice and the significance of cross-disciplinary collaboration on the development of knotted pattern design.</p> <p> </p