Mathematics remains a gatekeeper in schools; educators and researchers must carefully consider how diverse mathematical practices can be recognised and valued. To explore how math is recognised in the craft of weaving, which has been described as highly mathematical with roots in innovations by women, I interviewed 22 experienced weavers about their experiences. Participants also provided images of items they wove. Through qualitative analyses, data revealed that adult weavers describe and use math in their weaving in simultaneous and overlapping ways: arithmetic and calculations, image and shape transformations, and multiple embedded patternings. When educators understand math engagement in broader ways, we can begin to better value intellectual work and open up more potential future pathways for learners in mathematics. This may also help us expand school-based framings of mathematics to in ways that honour learners' intellectual work and provide more space for learners to be allowed to be "math people."