When I reflect on my experiences of learning mathematics, I recall feeling a sense of oppression and discrimination at times. Growing up, math was taught in a rigid and formulaic way that left little room for creativity or individual thinking. I often felt discouraged and frustrated when I didn’t understand a concept or didn’t arrive at the “right” answer quickly enough. Moreover, as a student of color, I often felt that the curriculum and materials didn’t reflect my experiences or cultural background. I struggled to see how the topics we were learning connected to my life and community, which made it difficult for me to stay engaged and motivated. This lack of representation and cultural responsiveness made me feel invisible and unwelcome in the classroom.
1.In Inuit culture, mathematical concepts are communicated through stories, songs, and practical applications, rather than abstract formulas and symbols
2. Focus on practical application: Inuit mathematics places a strong emphasis on practical application and problem-solving in real-world contexts
3.Incorporation of cultural values: Inuit mathematics is deeply rooted in Inuit culture and values. For example, the Inuit concept of “qanuq” emphasizes the importance of being resourceful and finding creative solutions to problems
Hi Ayan, I found your post very interesting! I agree that some experiences of learning mathematics is an honest account of how rigid and formulaic teaching methods, lack of creativity and individual thinking, and a lack of cultural representation can lead to a feeling of discouragement, frustration, and disengagement among students. I believe it needs to be more inclusive and culturally responsive teaching practices that can make learning mathematics more engaging, meaningful, and accessible to all students. However, I found your blog post very good but it would be helpful if you provide specific examples of how these practices can be implemented in the classroom and the challenges that may arise in doing so.