Mathematics, as it is often taught, relies heavily on Eurocentric perspectives and ways of thinking, which can marginalize and exclude students who come from different cultural backgrounds. Little Bear (2000) highlights this issue by stating that “one can summarize the value systems of Western Europeans as being linear and singular, static, and objective” (p.82). Mathematics education tends to prioritize memorization and rote learning, which can be challenging for students who learn best through more experiential and interactive methods. Additionally, the focus on individual achievement and competition in mathematics education can contribute to feelings of alienation and isolation among students who value collaboration and community-oriented learning.
Although I have never felt oppressed or discriminated against while learning mathematics, as I have always considered myself to be a “math person”, I acknowledge that traditional teaching methods may not be accessible or effective for all students. Specifically, students who are neurodivergent may face significant challenges and feel a sense of oppression or discrimination when learning math through these traditional teaching methods. Therefore, it is crucial to recognize and accommodate the diverse learning needs of all students to ensure equitable and inclusive education.
Poirier (2007) explores many ways in which Inuit mathematics challenges Eurocentric ideas about the purpose of mathematics and the way in which we learn. Here are some points I identified:
- Inuit mathematics emphasizes the interconnectedness of mathematical concepts and their relationship to the natural world.
- Inuit mathematics integrates practical and traditional knowledge, such as the use of the body and the senses, as well as Inuit cultural values and practices, into mathematical learning.
- Inuit mathematics challenges the Eurocentric notion that mathematical knowledge is either abstract or concrete. Instead, Inuit mathematics recognizes the complex and dynamic nature of mathematical thinking, which is shaped by cultural, social, and historical contexts.
References
Bear, L. L. (2000). Jagged Worldviews Colliding. In M. Batiste (Ed.), Reclaiming Indigenous Voice and Vision (pp. 77-85). UBC Press.
Poirier, L. (2007). Teaching Mathematics and the Inuit Community, Canadian Journal of Science, Mathematics and Technology Education, 7(1), p. 53-67.
One Comment
Erik Lillico
Good job thinking deeply about the diversity and inclusion element to math by pointing out that neurodivergent students can struggle with mathematics.
It’s difficult to find a critique but the first point about Inuit math focusing on interconnectedness is vague and it would be nice to have more details.
Your third point about Inuit math including cultural, social, and historical contexts fits well with the constructivist approach we learned about in lectures.