Blog Post #6

Part 1: Using Gale’s lecture, Poirier’s article, and Bear’s article, identify at least three ways in which Inuit mathematics challenge Eurocentric ideas about the purpose of mathematics and the way we learn it.

–> Education looks different everywhere and the way we learn here in Saskatachewan is not the way all other places in the world learn. For example, the Inuit community has many different values and ways of teaching, especially when it comes to mathematics. The purpose is different as well. Often times I felt myself saying “why am I learning this its not like I’ll ever need it in real life” and based of the readings I understood that the Inuit children learn math in ways that are relevant to their lives. There are many differences and similarities between systems. But here are a couple that stood out to me…

• In Poirier’s article it is explained that for kindergarten, grade 1 and grade 2 students learn mathematics in their first language which is Inuktitut, and then from grade 3 onwards they learn mathematics through either French or English. I found this interesting because I went to a French school and always learned math in French, no matter what grade I was in. And although it was not my first language it still came somewhat naturally. Here in Regina, most kids learn math in English which for many is not their first language but in my experience there is rarely an occasion or option to learn it in your first language if it is not English or French.
• It is also mentioned that in Inuit villages they do math in base 20 which is different from the math we do here is in base 10. It is not wrong but challenges the idea that our way of using base 10 is the only way.
• Inuit students traditionally learn through observing or listening to an elder or enigmas. This is much different than how we traditionally learn and some would even argue it is better because students are potentially more engaged in the content as they are hearing it from a reliable source who has experience and not just from a teacher.

 

Part 2: Which ‘single stories’ were present in your own schooling? Whose truth mattered? What biases and lenses do you bring to the classroom? How might we unlearn/ work against these biases?

• There was many single stories present throughout my schooling. One of the biggest ones that comes to mind is in class when certain people were stereotyped to being smart or dumb. If you were a cheerleader (especially blond) nobody every thought you’d be smart, teachers would make offsides comments about good thing you’re pretty. And on the other hand, Asian students would be constantly called upon in Math and Science, it was expected they were smart because they were Asian. Which for both of those examples are not the case. Just because you appear to fit into one category does not mean it is true and people should not make assumptions based on the appearance of others. The truths of these individuals were ignored, they were constantly attempting to prove themselves one way or another or live up to expectations which is unfortunate because they shouldn’t have had to be anyone other than themselves. I think it’s easy to say we are unbiased but the truth is we are very biased, and as much as I wish I wasn’t I think I am jus as quick to judge someone based on their appearance as my teachers were. For example, I assume that ‘jocks’ are not going to do well, and would often be annoyed if I was paired with one for an assignment. That is something I have tried to working away from and changing my mindset. I find it happening less frequently but it definitely still happens. I think it is important to give everyone an opportunity to show you who they are before you judge or make an assumption on them.