Use of mathematics in making stupa

Abstract

This study; Use of mathematics in making stupa was conducted to explore the use of mathematics in making stupa and to suggest the pedagogical implications of mathematical practices in making stupa. The study used the ethnographic approach with a qualitative method for data collection. Interview, participant observation and artifacts were the main sources of data. The study was conducted in two stupa making factories viz. Stupa Handicrafts Company, Gwarko, Lalitpur and Copper Carbine Handicraft, Swayambhu, Kathmandu. Results and interpretation of the data from the study showed that the artisans use fundamental concepts of mathematics blended with the traditional knowledge. Such mathematical knowledge has been passed from generation to generation through trainings and experiences without formal education and curriculum of stupa design and construction. This showed that the artisans make use of graph, vertex, coordinate, lines, parallel lines, triangle, rectangle, square, circle, sphere, unitary method, similarity, congruence, reflection, enlargement, and symmetry. The study explored a number of pedagogical implications of mathematical practices. Construction of stupa is a concrete example of practical use of mathematics. Making of the stupa involves mathematics from initial planning to the final structure. School education could be connected with it so as to develop teaching methodologies and develop stupa as a teaching material.