Mathematics has always been one of the subjects that are looked highly upon by most people in most areas. As I went through the school system believing that math is important even though it was never my favourite. The mathematics classroom environment (where I went to school) was one of the student hierarchy. This being that the smarter you are, the more important you were in the classroom. This means that the students that took slightly longer to understand the topics or found their answers in different ways were, in a way discriminated against in the classroom. These students were seen as less than or not quite good enough. In this way, the students that were considered smarter always got slightly better treatment because they grasped concepts faster and were seen as more desirable in the long run. This becomes very problematic because al students should be taught and treated the same but this never seems to happen.
Inuit mathematics challenges Eurocentric ideas about the purpose of mathematics and the way we learn it. This is because in most cases there are many differences between the way each is taught and thus causing a conflict. In traditional Inuit mathematics teaching, students through listening and observing elders rather than Eurocentric way you’d think, this being the “pencil-to-paper” method.
Some of these other differences that may cause complications between the Eurocentric perspectives of mathematics would be counting – It is a Eurocentric perspective that base 10 math is our universal math, this bein challenged by the Inuit used base 20 math, this is based on mathematical tools according to the environment and need, localization – “the exploration of one’s spatial environment and the symbolization of that environment with the help of models, diagrams, drawings, words, or other means” (p.56), measuring – the use of objects to measure versus the thought to be standard units of measurement, design, games – spatial relation/reasoning most Inuit students will learn through practical methods such as games, and while in eurocentric teaching this can happen too but because of the drastic surrounding, this can be very different, explanation – being able to explain things based on what has been previously learned as well as explaining a phenomenon, this being able to explain why things are the way they are which may seem pretty understandable in our euro thinking of math, but the way we go able these things are very different.