The VIBE Framework: A Student-Centered Approach to Teaching Knot Theory in Secondary Mathematics

Abstract

Knot theory, a visual and intuitive branch of topology, offers a unique opportunity to introduce advanced mathematical thinking in secondary education. Despite its accessibility and cross-disciplinary relevance, it remains largely absent from standard curricula. This paper proposes the {\it VIBE framework}, a student-centered approach, structured around four pedagogical pillars: Visual, Inquiry-based, Braided (collaborative), and Embedded (contextualized) learning. Rooted in constructivist theory, VIBE supports cognitive development, spatial reasoning, and mathematical engagement across diverse learners. We present a sequence of low-threshold, high-ceiling activities designed to develop core topological concepts while fostering creativity and exploration. Through qualitative heatmaps, clustering visualizations, and classroom snapshots, we demonstrate how knot theory can be transformed into a powerful medium for inquiry and interdisciplinary connection. We believe that the VIBE framework provides a structured yet adaptable approach that supports the integration of deep, meaningful mathematical experiences into secondary education.