Teaching of Mathematics
An issue that Leroy Little Bear points out is how Eurocentric values are mainly focussed on the product of things, whereas Aboriginal and Indigenous values are more focussed on the process. Mathematics is typically seen as a black and white type of subject. We grow up learning that there are right and wrong answers, and right and wrong ways to obtain those answers. These principles seen within mathematics follow the values of Eurocentric ways as Bear describes as being a very linear and an objective system. By having this one answer, one right way structure, it can be oppressive and/or discriminating for some students as it makes it difficult to use other methods of thinking and processes to solve math problems. This also does not allow for other views and perspectives of mathematics. Not only is it frustrating for students to not be allowed to find different ways to complete and think about math problems, but more often or not, your marking and assessment of math is mainly focussed on your final answer, rather than the steps you took to get there. In math, even though everyone is concerned about the product, the process is which we should be more concerned about. We should be interested in how the students understand and think to solve the math problems rather than seeing if they got the right or wrong answer.
Mathematics tends to be seen as an universal language across the world, this however, is not the case. We see through Poirier’s article how teaching mathematics differs in Inuit Communities compared to the Eurocentric, “common” methods that most believe to be the “only way.” One major difference between the two is how the Inuit use a base 20 number system while the Eurocentric way uses a base 10 number system. The number system that the Inuit use is also expressed specifically orally, which sometimes makes it difficult for the younger kids. Traditionally, Inuit teaching is mainly established on listening, noticing, and watching the elders and their stories. These lessons are intended to give ideas and ways of learning for the students to solve math. For instance, the students listen to an Inuit legend to learn the difference between odd and even numbers, which we would never see in the typical Eurocentric math class. Also in a Eurocentric math class we see the use of rulers and measuring tapes as a form of measuring, whereas in Inuit culture they use parts of their body such as a finger, hand, or food, as a measuring tool.
Hey Jordelle,
I like the point your brought up about math being black and white. I personally have never liked subjects like this where there is one right answer and every other answer is wrong. This can be really damaging to children who struggle in a subject like math. I agree with you that math should be more about about the process and not the final product. This way more students would be able to excel more! I also really liked the point you brought up on Inuit ways of math. You brought up some good points that I did not think of and made me learn more about Inuit ways. Overall very good job, and you brought up some really good points!
I agree with some of your points, but do have comments on both. For the first paragraph, I wanted to expand how you mentioned teachers care about the final answer and not the process, I disagree personally. My whole life doing the math the most important part is how you get your answer, everyone should have a similar-ish way since math is universal. There have been found methods and ways over the years to do mathematics the most efficient way. I do not believe it is Eurocentric or oppressive it is just the most scientifically effective way, people have found over the years. I agree to add ways other cultures such as Inuit look at math could be interesting to look at, but the bases of mathematics are hard to change, considering it is generations of work and proof.
I still respect your opinion though, great blog!
Hi Jordelle,
I really enjoyed reading your blog post and getting to hear about your view on teaching mathematics. I agree with you when you say “we grow up learning that there are right and wrong answers,” being that this is a major part of the Eurocentric system. It is important to recognize that this traditional system can be oppressive and discriminatory since it does not allow students to experience math in their own ways, like you describe.
You mention how generally this “one right way structure” can be oppressive and discriminatory to students, but I wonder if in your personal experiences you have ever had to face this or if you witnessed any of your classmates facing this type of oppression. I also question if you had any Aboriginal values incorporated into your previous math classes.
When you mention that mathematics is often seen as a universal language that is the same everywhere, this is what we are taught to believe and it is important to realize that it is not true, like you said. You recognize some significant differences between Inuit mathematics and Eurocentric ideas and they show just how linear and structured the Eurocentric system is. Overall, you made some great points and seem to have a good understanding of this topic!
Jordelle! I really enjoyed reading your post concerning the Teaching of Mathematics from an Indigenous perspective. I agree that the current structure of mathematics is very linear which can be oppressive from a culture that doesn’t hold these same Eurocentric values of time and objectiveness. Every culture has their own way of knowing and understanding the world, and somehow, with math we have forgotten this to be true. I completely agree that the process to receiving the answer should be of upmost importance, rather than focusing on simply the product at the end of the question. I was lucky enough that my mathematics teacher in high school strongly believed that the process was much more important than the product. She would go through each step of our problem and give us marks according to what steps we took, even if we ended up with the wrong answer. What is most important in math, is understanding how the students comprehend and begin the process of answering a question. If we don’t understand that, we wouldn’t be able to take the time to understand how they are learning; furthermore, it should be our goal as educators to attempt to reach every student in the classroom with our teaching. I found the difference between the Inuit and European mathematics to be extremely interesting. Before reading these articles I genuinely thought that math was a universal language, but now more than ever, I realize that this is definitely not the case. The way of comprehending and understanding what numeracy is, differs from culture to culture. The processes may be similar, but the understandings of mathematical terms can be so different.
I like how you differentiate the Eurocentric methods and the Inuit methods of teaching math. I would like to see in what other ways the Eurocentric methods can be oppressive. You do an excellent job explaining the Inuit approaches.