Week Nine

Leroy Little Bear’s article:

Many times, math classes include a formula that is the only way that you are instructed to find the correct answer. This not only limits the students to one particular way to getting the answer, but also limits their ability to learn in the way that they feel most comfortable in. Math, as well as any subject, needs to be inclusive of every type of learner through the use of choice and various activities (ex. story telling, hands on, auditory, and visual). On top of this, I do not remember ever having any mentions of Aboriginal language, stories, or narratives in my math class. Rather, they were expected to be incorporated into our social studies and English classes. However, as I continue to learn (through our next project) that it is very possible to incorporate Indigenous ways of knowing as well as language, stories, and narratives into any subject, I will better equipped myself to be able to do so in my future experiences.

Poirer’s article:

  1. Math as a universal language: Different cultures have developed various tools for math (ex. base-20 numeral system). This means that the Eurocentric views on teaching mathematics are being challenged.
  2. Spatial Representation: The example in the article talks about a student who is failing dramatically in his academics, but was the first to understand a strategy game. This challenges the curriculum and how it does not emphasize on strengths such as this.
  3. Paper and Pencil Method: This teaching method is not natural to most Inuit children. They are much more comfortable with listening to enigmas or observing an elder. This challenges the teaching styles used in mathematics as well as the was in which we go about problem solving.
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