One way to address disparities in math education is to leverage multiple understandings of mathematics (epistemological pluralism: Turkle & Papert, 1990) to design educational contexts. Weaving is deeply mathematical, yet weavers perceptions of this are not fully known. Interviews with weavers seek: How do experienced weavers characterize the relationships between weaving and mathematics? Findings suggest weavers use math in overlapping instantiations involving arithmetic, shape, and pattern.