When I was in elementary and high school, I did not notice that my education was very exclusive and only presented certain perspectives. I did not notice that many of my classmates simply did not have their perspectives represented in the work they were doing. As a white person and someone who benefits from white privilege the curriculum, even in a math class always, catered to my perspectives. White, Eurocentric perspectives were constantly presented in the material we used in math class, especially in the heavily used textbooks. I have learned that the math material was specially meant to be taught in English. This made it almost impossible for to use the math material in other languages or French classes. EAL students found it very difficult to understand the material when they did not fully proficient in English yet. Looking back, I can see that the math was made by white people for white people and mainly used white perspectives. Indigenous ideas and perspectives maybe got a page or two in the material and the knowledge shared was not from a local Indigenous perspective. Indigenous perspectives about math were completely left out. My school had a higher proportion of Indigenous students and I think my math classes were oppressive in that they did not teach any Indigenous math perspectives and instead only focussed on a white Eurocentric perspectives I remember my math classes being very dull and always following the textbook very closely which simply do not include many differing perspectives.

Poirier’s article points out some interesting ways in which Inuit Mathematics challenges the Eurocentric Ideas of the purpose of mathematics. First, Poirier challenges the Eurocentric idea that math must be represented by the traditional numerical symbols. Instead, the Inuit people have their own unique ways of presenting mathematical symbols saying “the Inuit have developed a system for expressing numbers orally. They do not have other means of representing numbers” but “each number has different forms according to the context” (Poirier 57). Another challenge presented was the idea that we must use math and numbers in all aspects of our daily lives. Months, days, times, calendars and distances are all ways in which we use math everyday. However, the intuit people use landmarks and occurrences to describe calendars and distances. Thirdly and possibly most importantly Poirier challenges the idea that mathematics is a universal language which is understood the same throughout the world. Poirier discusses how there and many different cultural interpretations of math that are vastly different than the Eurocentric perspective of math.