Mathematics is an interesting subject. Similar to the sciences, math is viewed as objective; everything is solvable using the correct formula and assuming the information required is provided. However, this introduces a form of oppressive learning into the classroom. I can recall multiple times in my AP Math courses where I would be marked incorrect for solving a question in an incorrect way, whether it be through using the wrong formula or by doing my work in the wrong order. A term I love for this is “task failed successfully.” This describes arriving at the correct conclusion by doing the incorrect steps. By describing learning in mathematics as objective, students that are able to develop an understanding in a different way are simply incorrect. Learning in math is set on a one-track mindset; everyone should learn and understand it the same way. Sometimes the best method is not the easiest method for some learners, so teaching only the “right” way is oppressive to other ways of learning.

Inuit mathematics takes an interesting approach to learning by challenging Eurocentric ideas about the purposes of math and the ways of learning math. Rather than the universal “standard” numeral system of base-10, Inuit mathematics uses a base-20 numeral system. Students learn math in their “mother tongue” for the first three years of their education while also learning in their cultural styles and ways. Inuit mathematics also challenges Eurocentric ideas by focusing more on the practical and applicable uses of math. For example, traditional learning in Inuit culture helps children develop spatial representation that differs from children living in non-Inuit communities such as Toronto. A significant amount of Inuit learning is focused on engaging with or observing elders. Elders share great knowledge and wisdom with students. Inuit teachers explain that they do not ask students questions that they think the student does not have the answer for. The focus is to allow students to express what they do understand and know and the teachers to know what the students understand.

Inuit education, particularly in mathematics, takes an alternative approach to Eurocentric ways of knowing and understanding mathematics. Inuit mathematics uses a different counting system, the base-20 system, and they pair words to describe numbers. For example, 21 (twenty-one) is the phrase “Avatillu Atausirlu,” meaning “And twenty and one.” Additionally, traditional Inuit ways use a different style of measuring than the Eurocentric ways. Measuring time using a calendar is much different; Inuit traditional ways are based around events. The word for September in Inuktitut means “when the caribou’s antlers lose their velvet” and the number of days changes based on how long it takes for the caribou to lose the velvet on their antlers.

Preserving culture is vital to decolonization. Learning and understanding Inuit and other Indigenous ways of knowing is incredibly interesting; being able to compare my understanding to others is eye-opening. The Inuit ways of knowing are very different from the “universal” and Eurocentric ways of mathematics. In most of the world, math is viewed as objective; there is one way of using numbers and applying math. Inuit mathematics takes a different approach that is much more practical and applicable to their personal and daily lives, while Eurocentric ways of math are different and not nearly as practical. We must understand that there are always different approaches to anything, and we must respect that others will use different methods.