Assignment EDCP 553-26

Discovering Pi: A Multisensory Journey Through Circles, Nature & Art

 

 

 

Kristie McClellan & Colleen Kanigan

Draft Outline

EDCP 553: Teaching and Learning Embodied Math Outdoors and Via the Arts

Dr. Susan Gerofsky

February 9th, 2026

This project introduces Grade 2/3 students to the mathematical relationship between circumference and diameter through hands-on discovery in nature and artistic creation. Students begin by measuring trees outdoors, discovering that the distance around a circle is approximately three times the distance across. This concrete understanding is then explored and reinforced through multiple art forms—needle felting, clay coil pottery, and visual design—allowing students to represent and internalize the concept of pi through touch, sight, and creative expression. By engaging students' bodies, minds, and artistic sensibilities, this multisensory approach builds a strong conceptual foundation for future formal learning while honoring the BC Grade 3 curriculum's emphasis on measurement concepts, spatial reasoning, and arts integration.

Mathematical Topic and Pedagogical Focus

Mathematical Focus:

• Core concept: The relationship between circumference and diameter

• Grade 3 curriculum connections:

• Measurement using standard units 

• Introduction to circumference concepts (as outlined in BC curriculum)

• Fraction concepts (parts of whole, equal partitioning) 

• Construction of 3D objects and their attributes

• Mathematical skills:

• Measuring

• Comparing

• Estimating

• Pattern recognition

• Representing quantities in multiple ways

      Embodied, Arts-Based, and Outdoors Pedagogies

• Outdoor embodied measurement of tree circumferences using yarn, body-based measuring strategies, and comparison of lengths

• Embodied expression to represent characteristics of circumference/diameter and pi. (students pace out diameter length, mark with stones, then pace circumference placing stones at each diameter-length interval to physically experience the 3:1+ ratio)

• Collaborative physical exploration of circles through movement, tracing and constructing a variety of circles outdoors

• Arts-based representations of circumference-diameter relationship through coil pottery and sculptural circle construction 

• Fiber arts (needle felting) to create circular shapes and explore repeated lengths representing circumference

• Visual design activities documenting and representing circular patterns observed in natural environments

Annotated Bibliography 

Bennett-Pierre, G., & Gunderson, E. A. (2023). Fiber Arts Require Spatial Skills: How a Stereotypically Feminine Practice Can Help Us Understand Spatial Skills and Improve Spatial Learning. Sex Roles, 88(1), 1–16. https://doi.org/10.1007/s11199-022-01340-y

Authors state that improving non-rigid spatial skills in early education directly translates to higher math performance in higher grades. Cross-disciplinary collaboration would bridge transition to STEM concepts, and same-gender role models would address gender biases towards fibre arts. I still see the divide between the Art kids and the Maths kids in schools. STEM/ STEAM can be a transformational way to bring everyone to the table. I work with 2 males who knit: same-gender role models of fibre art can be so powerful to pre-adolescent and teen boys. 

Bjørnebye, M., & van Bommel, J. (2025). Expressive Extensions of Number Sense in Embodied Task Design Through Full-Body Performance. Education Process: International Journal, 16(1), 2025246. https://doi.org/10.22521/edupij.2025.16.246

This study examines how students, aged 6-9, extended their understanding of number sense 

through full-body outdoor movement activities, analyzing expressive qualities such as pace, weight, bodily coordination, spatial interaction, and improvised body shapes.  The research demonstrated that students showed high engagement and creative, artistic expression when combining structured movement sequences with embodied mathematical exploration outdoors. This article directly inspired our embodied pi discovery activity of marking the diameter with stones and measuring the circumference with sets of stones as students pace the circle, and it provides evidence-based pedagogical support for integrating whole-body movement and creative expression in mathematics.

Bočková, V., & Rumanová, L. (2024). Mathematical Modeling Approach and Exploration of Geometric Properties as Part of an Outdoor Activity for Primary-School Pupils in Out-of-School Learning. Education Sciences, 14(12), 1304. https://doi.org/10.3390/educsci14121304

This study found that only 26.8% could solve circle problems on paper, confusing concepts like radius and diameter. When students constructed geometric shapes outdoors using string, chalk and measuring tape, they successfully created circles and line segments but struggled with constructing perpendiculars, relying on approximate methods and teacher support. This demonstrates that geometric misconceptions persist even with hands-on outdoor learning in older students, supporting our rationale for introducing multisensory circle exploration much earlier in primary grades to build correct understanding of geometry concepts.

Brezovnik, A. (2015). The Benefits of Fine Art Integration into Mathematics in Primary School. CEPS Journal : Center for Educational Policy Studies Journal, 5(3), 11–32. https://www.proquest.com/docview/1732759228/abstract/D6574D4CCE9140A4PQ/1

Researchers used a control group without art integration in mathematics and a test group with art integration in mathematics in a grade five setting. Tests administered after the teaching portion resulted in higher scores for students with art integration which was attributed to higher engagement, creativity, critical thinking, and cognitive skills. Moving past the pencil + paper activities in mathematics increases engagement in any subject I’ve taught, but that it can also support enjoyment for mathematics is so very significant. I’ve noted that around grade 5 some students begin to show maths anxiety. If art makes mathematics accessible, if art is the entry point for those anxious students, that may be a significant way to help those who struggle.

Clements, D. H., & Sarama, J. (2011). Early childhood teacher education: The case of geometry. Journal of Mathematics Teacher Education, 14(2), 133–148. https://doi.org/10.1007/s10857-011-9173-0

Geometry is often overlooked in early elementary education but should be a focus to develop spatial thinking and arithmetic concepts. Geometry combines science with mathematics therefore teaching geometry at an early age develops spatial thinking and that relates directly to a student’s capacity for mathematical thinking. I have worked in many classrooms where geometry is introduced in very early primary levels. Students love learning about solids and other aspects of geometry and the results of this article support why geometry should be introduced to young learners.

Guthrie, A., & Beatty, R. (2025). Wiigwaas Enaabajichigaadeg Ji’Agindaasowinikeng: We Are Using Birch Bark to Do Math. Education Sciences, 15(12), 1670. https://doi.org/10.3390/educsci15121670

This article describes a collaborative project in which Anishinabe artists and knowledge keepers worked with grade 6 classroom teachers to teach students the process of making wiigwaas makakoon (birch bark baskets), weaving together Indigenous pedagogy and mathematical concepts such as measurement, angle bisection, and capacity optimization. Using Marie Battiste’s framework for Indigenous pedagogy, the authors demonstrate how centering Anishinaabe cultural practices in mathematics instruction created a holistic, experiential and culturally grounded learning experience for both Indigenous and non-Indigenous students.  This article provides a powerful model for authentic collaboration with Indigenous knowledge keepers in mathematics education, demonstrating how to integrate the BC curriculum’s Indigenous worldviews and perspectives in meaningful ways.  The article’s emphasis on learning as holistic, experiential, and rooted in land-based practices offers valuable insights for our own project’s outdoor, multisensory approach to discovering pi, and highlights how mathematical concepts can be taught through creation of culturally significant objects rather than abstract exercises.

Kuzle, A. (2023). Geometry Teaching in Transition: An Investigation on the Importance of School Geometry in Primary Education. CEPS Journal : Center for Educational Policy Studies Journal, 13(2), 97–123. https://doi.org/10.26529/cepsj.1267

Researchers noted that although teachers recognize the importance of teaching geometry in early grades, implementation is lacking. Teachers did not teach geometry because they did not know which aspects to teach, or felt insecure in how to teach geometry to youngsters who were still only learning the basics of mathematics. This article answered the question ‘why don’t we teach art with maths more?’ I find delight in both subjects so blending them isn’t a stretch- I understand now why others may be uncomfortable with the practice.

Marshall, J. (2016). A Systems View: The Role of Art in Education. Art Education, 69(3), 12–19. https://www.jstor.org/stable/45466574

Art integration stimulates learning and enables learners to look at knowledge differently. Students can fit parts of academia together to help them understand concepts more thoroughly. Art integration promotes hybrid processing between analytical and associative thinking. I felt this was a foundational piece to the assignment with clear rationale and benefits for art/maths integration.

Mart, M., & Campbell‐Barr, V. (2025). Mathematics in the early years curriculum. Curriculum Journal (London, England), (Journal Article). https://doi.org/10.1002/curj.349

Mart and Campbell-Barr (2025) show that effective outdoor mathematics learning depends

on educators balancing structured guidance with child-led exploration, positioning 

curriculum along a continuum between teacher-directed and play-based approaches. This 

perspective supports our project by reinforcing the value of combining structured outdoor 

measurement activities with open-ended artistic representations, while emphasizing the

importance of teacher questioning, purposeful materials, and hands-on, embodied learning.

Nemirovsky, R., Bunn, S., & Silverton, F. (2023). Crafts and the Origins of Geometry. Formakademisk, 16(4). https://doi.org/10.7577/formakademisk.5467

The writers note that although creating geometric shapes from purchased plastic pentagons is easy and quick, making a hand-sculpted clay dodecahedron is an exercise in patience, precision, and pride. It’s a product of workmanship and problem solving that ready-made supplies cannot measure up to. The description of the struggle students overcame to use a soft material to form angular objects was remarkable and hopeful. Maybe clay is a way for students to develop grit to persevere in difficult problems: it is both forgiving and obstinate, but impermanent until the student is sure of the form created, after which it becomes a permanent representation of their struggle.

Orzelski-Konikowski, I. (2025). Shaping Young Minds through the Art of Pottery. A Fine FACTA, 20(1), 5–7. https://www.proquest.com/docview/3236256610/abstract/9B3180553FE94479PQ/1

The author discusses the benefits of students working with clay: students must manage expectations, solve problems, use math and physics, and work in 3 dimensions. A brief interview with a pottery studio owner and clay artist about the benefits of teaching with clay. Although this was written with less of a scientific angle, I liked the positivity in the description of student participation. Not all students enjoy art and I feel that aspect may be a hurdle to manage in blending mathematics with art.

Schoevers, E. M., Leseman, P. P. M., & Kroesbergen, E. H. (2020). Enriching Mathematics Education with Visual Arts: Effects on Elementary School Students’ Ability in Geometry and Visual Arts. International Journal of Science and Mathematics Education, 18(8), 1613–1634. https://doi.org/10.1007/s10763-019-10018-z

MACE program (Mathematics, Art, and Creativity in Education) evaluation. Integrated geometry and visual arts proved to be beneficial in that students used geometric terms more often and were able to describe geometrical aspects better than the control group. This was an aspect of this paper that I appreciated most- that the students could discuss their learning was a significant marker of their understanding. 

Schoevers, E. M., Kroesbergen, E. H., Moerbeek, M., & Leseman, P. P. M. (2022). The relation between creativity and students’ performance on different types of geometrical problems in elementary education. ZDM, 54(1), 133–147. https://doi.org/10.1007/s11858-021-01315-5

This study by Schoevers et al. (2022) examined how general creativity related to elementary students’ performance across three types of geometry problems–closed-ended routine, closed-ended non-routine, and open-ended non-routine–using multilevel analyses of 1,665 Dutch students in grades 3-6. Results revealed that creativity was a significant predictor of performance on all problem types, but was most strongly associated with open-ended non-routine (multiple solution) problems, suggesting these tasks place the greatest demand on creative thinking. This research provides strong empirical support for our arts-integrated approach, demonstrating that open-ended creative problems-like discovering pi through multiple artistic representations-develop both mathematical reasoning and creative thinking more effectively than traditional close-ended exercises, particularly crucial for building foundational geometry concepts in primary grades.

Sharma, S. (2024). Some Historical and Economic Facts behind the Geometry of Circles and Squares. Zagreb International Review of Economics & Business, 27(1), 301–325. https://doi.org/10.2478/zireb-2024-0014

Sharma (2024) traces the historical development of geometry, showing how circles emerged from practical needs in ancient civilizations and led to early approximations of pi while also carrying cultural and spiritual meaning across societies. This perspective supports our project by grounding students’ exploration of pi in natural circular forms outdoors, linking mathematical discovery to humanity’s long-standing observation of patterns in nature. Sharma's documentation of circles as symbols of harmony across cultures suggests our multisensory, arts-based approach can tap into something deeply human, framing the discovery of pi not as an abstract formula but as part of humanity's ancient quest to understand nature's elegant patterns, inspiring a sense of wonder and magic in young learners.

Sinclair, N., & Bruce, C. D. (2015). New opportunities in geometry education at the primary school. ZDM – Mathematics Education, 47(3), 319–329. https://doi.org/10.1007/s11858-015-0693-4

A literature review of papers discussing the rationale and benefits of teaching geometry at a young age (4-7 years old) and beyond basic arithmetic. The children’s ‘sense of delight’ is a common thread through the literature in this review. This article is a wealth of information regarding blending the maths curriculum with art and I appreciated the writers’ recognition of a positive affect in the students.

Tsiouri, E. (2025). Teaching Geometry and Painting: A Path to Integrating Art and Mathematics. European Journal of Education Studies, 12(4). https://doi.org/10.46827/ejes.v12i4.5879

Starting in grade three, students are exposed to specific artistic techniques which are then applied to learning geometry and expressing that knowledge artistically. Writers felt this workshop helped students to remember what they learned. Collaborative projects also helped students solve problems. The workshop culminates in a gallery exhibition of student work.  I felt this article was one of the most helpful for this EDCP project because activities are for third grade students, the activities are clearly described and rationale is stated.