In high school and elementary school I struggled tremendously with math. We learned one way to solve the problem, but it always seemed to be that it did not work to solve it. I would do what I was taught and then these random steps we never learned would have to be used. I always found math oppressive because there was only one correct way. If you tried a different solution and got the right answer, the work was marked wrong.
Inuit math and numeracy challenges Ethnocentric views. Oral numeration, for one, is drastically different. A base-20 number system is used and 20 and 400 are the pivotal numbers of the numeral system. The numbers often translate to a literal definition. For example, the number seven translates to “they are not exactly many fours” (Poirier, page 58) Secondly, the Inuit traditional calendar is neither solar or lunar. For example, September goes as many days as it takes for caribous antlers to lose their velvet (Poirier, page 60). One of the biggest changes is measuring. Inuit mathematics uses body parts to measure certain items. Measuring is not always precise, but if they need precision a phalanx can be used.
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.
Hey Laina! Awesome blog post this week, you seem to be very engaged with this topic. My question for you is, how as a future educator will you ensure that is you are stuck teaching a math class that your students have an opportunity to explain their own process? Therefore straying away from the narrative that there is only one answer. Again great blog post, keep it up!
Hey there.
I really liked your following quote about mathematics: “I always found math oppressive because there was only one correct way. If you tried a different solution and got the right answer, the work was marked wrong.” Throughout my learning years, I also found this subject very difficult due to its oppressive approach that it is concrete and only has one answer.
Now, one question I would like to end off with is the following: If you had the opportunity to teach math, and you see your students facing difficulties, how would you support them in this concrete and oppressive subject?