Pythagorean Proof Quilt
This project displays four proofs of the Pythagorean Theorem in the form of a quilt. My heart for this project was two-fold in that diversity would be celebrated through the inclusion of mathematicians from varied backgrounds, and that all of my future students would realize that they too could create a new, unique proof of this famous theorem.
Initiation
This was my first quilting experience, so when I started to create this project, I felt the pressure to plan out every piece so that I would be able to get it right the first time. I was nervous about jumping in prematurely and risking failure, but now I know that there is much to be gained from getting started and making adjustments along the way.
 Original plans for the quilt |  The details of each proof (left) and more plans for the quilt (right) |
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 Using my math skills to determine the dimensions for fabric pieces |  I made a partial paper prototype so that I could better visualize some of the dimensions of the quilt |
 More paper prototype pieces |  Paper prototype piece |
Coming Together
The creation of each square was a unique experience. I ripped out so many stitches and needed to re-cut several sections, which were frustrating experiences at first since I was still focused more on the finished product than on the process. Some sections were pieced together through a mostly trial-and-error approach (Bhaskara's first and second proofs), while others mostly required just the use of a protractor and a compass (Garfield's proof).
At a couple points over the course of this project, I had questions about basic quilting and difficulty with my sewing machine. In addition to online quilting guides, one of my friends is a textiles and apparel major who also has some experience in quilting, so I was able to reach out to her and receive the assistance I needed. In addition to basic measurement and arithmetic and geometry concepts, I found that I needed to rely on concepts from algebra and trigonometry to figure out how to cut and orient the fabric pieces. This was an unexpected, but exciting realization!
 I struggled a lot with this section of Pythagoras' proof. After playing with the pieces and stitching, I realized I should cut these pieces into trapezoids and then stitch them to look like right triangles. |  These pieces were from my first attempt. I realized that I had cut them too small and had not accounted for the seams |
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 This was also a failed attempt. I realized that I did not have enough fabric on these edges to sew to the other squares without altering the square piece in the middle. |  Fabric that I cut too small |
 Describe your image. |  Describe your image. |
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Completion
This quilt is not yet finished, but it is very close to completion! Next week, I plan to sew all of the proofs together to finish the front, sew together the backing, batting, and front, then bind it all together.
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Connection to UTeach Experience and Maker Philosophy
In creating my Maker Project, I did not anticipate how challenging it would be to calculate the dimensions of the fabric shapes and the seams that would correctly display the mathematical content, which may have been partly due to the fact that I had never sewn a quilt before. At first, I tried to plan out these factors on paper, but I soon realized that an element of trial and error was necessary to piece it all together. I had to rip out stitches and re-cut pieces several times, but I learned something every time. I see my quilt’s imperfections in craftsmanship, but I learned so much throughout this making process and I know what I would do differently in the future, and all of that is worth celebrating.
My UTeach experience has been filled with lessons that I created and modified, and I have made modifications and critiques to numerous aspects of these lessons. I have received feedback on almost every lesson I have taught, and this has been very helpful in leading me to make appropriate adjustments.
I have learned so much about what making is, and how it manifests itself in my life. I now see beauty in the entire process- in the failures, the revisions, and the finished product- whereas previously I was only truly satisfied with perfection in the final product. I also see the value in including others on my making journey as well. When making things now, I feel much more comfortable with testing ideas before forming a polished plan because I do not always feel the pressure to have a final product after my first attempt.
MathHappens Projects
The images below highlight projects I have worked on with MathHappens. Click the images to read about them!
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