The idea that colonialism tries to maintain a singular social order, and creates oppression and discrimination is paramount within the context of education. Though I did not realize it at the time, the processes of teaching and learning of mathematics in my experience were certainly oppressive and discriminating. For example, the use “mad-minutes” where students would judge each other based on whether or not they were able to finish math problems quickly enough. The insistence on speed rather than quality or care can be seen as reflective of the capitalist/colonial system. It discriminates against students with learning disabilities like dyscalculia and dyslexia. Furthermore, I can never remember doing anything other than worksheets and textbook questions. There were no real projects or room for creativity in my experience, which discriminates against people who are more creative.
1. Inuit mathematics challenge Eurocentric ideas of mathematics by using a number system that has 20 as its base rather than 10. I had never really thought about having a different number basis, and why it could be necessary.
2. Inuit mathematics challenge Eurocentric ideas of the way we learn math, because of the use of stories and observations to learn instead of a paper-pencil approach. I have certainly seen during my internship students who prefer to have something they are able to see and feel, or stories about concepts rather than doing readings in a textbook.
3. Gale’s lecture also challenges conceptions of the purpose of mathematics, using the example of the trade and barter economy that many Inuit communities are used to traditionally. To use math to think about how much tobacco can be equal to livestock is more important for day to day life than advanced calculus. How can we make math more accessible, and relevant for everyone?
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