At the beginning of the reading, Leroy Little Bear (2000) states that colonialism “tries to maintain a singular social order by means of force and law, suppressing the diversity of human worldviews. … Typically, this proposition creates oppression and discrimination” (p. 77). Think back on your experiences of the teaching and learning of mathematics — were there aspects of it that were oppressive and/or discriminating for you or other students?

Throughout the article, Leroy Little Bear discusses the importance of certain values like trust, strength, honesty and many other values that are significant to Indigenous peoples. In relation to education, he describes that most of the teachings and learnings are achieved through “actual experience” (Leroy Little Bear, 81). He explains that children were taught through storytelling and renewal ceremonies. In contrast to my education, specifically mathematics, I recall listening to my teacher explain a lesson, doing a few questions in class, then usually we would do some type of quiz in complete silence. Leroy says that children’s education was achieved through reward, praise, and recognition. I do not remember a teacher encouraging us throughout exams or checking in on the students. Leroy also explains that many people are involved in teaching a child. I recall many times sitting during a math test struggling and becoming very overwhelmed. If classrooms started to incorporate more Indigenous ways, I believe more students would succeed. For example, if during an exam a student was struggling with a question, why couldn’t another student assist them with a question? This is not to say that the student would sit and copy the other student’s work but they would help them figure it out instead of sitting there with a blank page. Like Leroy says, there are many people involved in educating a child and we should focus on “the group as opposed to the individual” (79). Education should be a shared experience with other peers and there should not be as much emphasis on the individual’s ability to perform well on an exam.

After reading Poirier’s article: Teaching mathematics and the Inuit Community, identify at least three ways in which Inuit mathematics challenge Eurocentric ideas about the purposes of mathematics and the way we learn it.

1. Sense of Space: the Inuit use sense of space to be able to hunt, travel, and to identity where they are in relation to the water (they are able to smell how salty the air is). They have developed a precise vocabulary in order to describe where they are located in relation to the relative position of an inuksuk.
2. Odd and even numbers: researchers and teachers were able to introduce odd and even numbers to grade 3 students through an Inuit legend, Kajutaijuq. This way of teaching students incorporates traditional Indigenous ways of learning like storytelling.
3. Measuring: the Inuit use parts of their body to measure. In order to make kamiik (boots) and atigi (parkas) they will use their palm and a finger to get precise measurements. The ability to make these clothes is crucial due to the cold weather they endure.