Mathematics is used everywhere in some way or form. The Inuit People use math but in a different form. The numeral system students are taught is different. Their mathematics is in base 20, while most English math is taught in base 10. We use math to solve hypothetical problems which can then translate to day-to-day problems. For the Inuit, their math is separated from culture. Many ways for Inuit people to learn is from elders and by watching them. This way of learning is different because the students are not asked many questions. This means students are not challenged and given a chance to solve or work through problems or questions. The way math for us is figured out is by giving students problems to work through and solve to find an answer. An issue can also arise if elders have different ways of doing things and show students there is either more than one answer or more than one way of solving/doing things. The Eurocentric way of mathematics believes there is only one way and one answer. Inuit views see things as conceptual while Eurocentric sees them as linear. Both views and learning/teaching techniques are different from one another, but that does not make one wrong.
The “single stories” present in my schooling was the story of the women who moved to America for university. She described her experience as being shocked by the perceived views that Africa was all poor. She describes her family’s wealth as middle-class, where many people would also consider themselves as. When she got to the US her roommate thought she did not know how to use a stove or that she came from a poor family, like the advertisements on television. This resonated with me because it was not till my later years of high school did I start to understand that Africa had cities, rich people, and houses. It was not all schoolless communities with dirty drinking water and malnutrition. It was not that I was self-centred in my own world, but it was what was shown to me on tv, in magazines, in my community, and in school. The kids of colour were never assumed to be middle or upper-class kids, but rather the opposite. These kids were treated differently by fellow students and were never once questioned about what their lives were actually like. At this time, no one’s truth mattered from the minority. The only “truth” was the dominant perception of their culture. As I begin to look at what I want in my classroom as an educator, I feel there is an importance to breaking these stereotypes and bias lenses. In my classroom, I would like to bring a new lens of equality and educate all students on as many cultures as I can and not show the stereotypical side of these cultures such as poverty. TO work against these biases would be to show examples of photos or personal stories from students in our classroom/school or from the internet.
Hey Mackenzie!
Hope you are doing well. When you state in your first paragraph that, ” For the Inuit, their math is separated from culture”, I would ask that you elaborate on that. I have a different view and think that all of Inuit teaching comes down to their culture and way of living. Also when you state that, “This way of learning is different because the students are not asked many questions”, since their way of teaching is hands on and learning by watching, doing and being educated one on one- there may not be as many questions as in an Eurocentric classroom setting because it is impossible for each student to have that attention that comes with being taught one on one by an elder or family member, so we need to ask more questions.
I enjoyed reading your post. I love your honesty in finding your own truths when it comes to different cultures. How you want to educate your students beyond the stereo types of different cultures because it needs to be taught that not everything we see, hear, or know through social media is right. “The only “truth” was the dominant perception of their culture”, this is so true in every aspect!!! You will make such an excellent educator! Thank you for a well written post.
Kari Halliday