Part 1:
My own experiences of being taught mathematics was more based around the Eurocentric way of the world. For example; the math word problems all tended to be based around situations us western people would understand which could leave some cultures out to face discrimination. Math was always based around an assessment portion whereas some children do not do good when it comes to big test therefore it would be hard for those kids to show what they know. In one of my math classes the children who did good on their math tests would get recognize which left some children out. Therefore, when I look back the math I was taught was based around individual achievement and competition, which can create an oppressive learning environment for students who do not adhere to these standards.
Part 2:
Inuit mathematics places a strong emphasis on the practical and concrete applications of mathematics in daily life. Inuit people might be taught how to weigh and divide fish for distribution or how to determine a harpoon’s trajectory for hunting, for instance. That mathematics is only abstract or academic by highlighting the value of mathematics in practical settings. Inuit mathematics is based on the Inuit worldview, which places a strong emphasis on the interdependence of all things in nature. Inuit students are taught how to observe, decipher, and apply natural phenomena, such as animal migration patterns and seasonal changes, to their everyday lives. This method goes against the Eurocentric view of mathematics as an objective and neutral subject and places an emphasis on how it is interconnected with larger ecological and societal systems. You could emphasize on multiple ways of knowing. Inuit mathematics recognizes that there are numerous modes of knowing and learning. Inuit students, for instance, might use their instincts and sensory perceptions to make choices about the surroundings and address issues. In addition to valuing cooperation and community participation, Inuit mathematics also understands that knowledge is produced and shared by both individuals and groups. This method sends out doubt on the idea that mathematics is an activity that is only personal and objective.