Blog Post #9

Part 1:

As I look back on my experiences of teaching and learning in mathematics, there were aspects of it that may have been oppressive or discriminating towards myself and other students. I always felt left behind or less than other students in my growth of knowledge in my mathematics classes specifically. This subject has always been the only core subject that visually separates the students within the classroom. If you are a student that struggles, you are usually singled out with doing different work than the rest of the class. From grade 4 through grade 12, math was taught using one method. If you did not understand that method or if the teacher could not instruct with more than one method the student is usually left behind and has no opportunity to be able to get ahead, let alone catch up.

When I would take my math homework home to get help from my parents, they would often show me a different way of getting the “right” answer than what the teacher showed me previously in class. I found myself having a deeper understanding of the material when my parents were teaching me. However, when I would hand-in my homework, my teacher would say things such as “that’s not how we show our work. Please follow the steps I taught in class on your test.” I would feel defeated as I finally understood a way to get to the “right” answer and I was not allowed to use it.

I understand the mathematical oppression concept even within a Eurocentric environment. I cannot imagine how other students who had other mathematical teachings through their cultures. The term mathematical oppression is very relevant in society even though it is never mentioned. I had not heard of this term until reading Little Bear’s article.

Part 2:

Three ways in which Inuit mathematics challenge Eurocentric ideas about the purposes of mathematics and the way we learn it are: counting, localization, and measuring.

First, the Inuit culture has a different systematic use of methods to compare and order sets of objects (Poirier, 2007, p.56). Inuit children learn mathematics in Inuktitut which is their official language until grade 3 where they then switch to French/English. This can be problematic for the children having to learn new terminology. Inuktitut uses a base-20 system for counting versus the Eurocentric method which relies on a base-10 system is an example of this. Students are starting new at a grade 3 level and are then essentially behind where they need to be at their age or learning level.

Second, localization or sense of space helps the Inuit orient themselves (Poirier, 2007, p.59). The students learn to use the area around them to know where they are, what day it is, or what season it is. This would be a great example of place-based learning in Eurocentric education. An example of a symbol for the Inuit is an inukshuk which is used for hunting, shelter, and distance.

Finally, measuring length and the traditional calendar year is different for the Inuit culture. Measuring is an important tool for survival in the North. Traditional measuring is done using the palm of the hand or a length of a finger. In addition, the traditional calendar year is neither linear no solar, since it is based on natural, independently recurring yearly events (Poirier, 2007, p.61). For example, when baby seals are born is the name of a month.

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.