What I remember most about being in math class was the discrimination between myself and other people in my class. My class consisted of about 8 Filipino kids and the math teachers always expected them to do better than the rest of our class on any of the assignments or tests. When they would not get the eight top marks in the class the teachers acted in some ways concerned that something happened. This idea put more stress on those kids to try and achieve higher than the rest of us while making the rest of us feel less than when being compared to the Filipino kids and their mathematical abilities.
Louise Poirier compares and contrasts Inuit mathematics versus Eurocentric Mathematics and explains how much different their views can influence the subject. One-way Inuit mathematics challenges Eurocentric views on math is when it comes to measuring length. European ways of measuring stick to a system that is the same every time where the Inuit people use parts of their bodies to measure length. For example, using their palm when making parkas (60). A second way it challenges Eurocentric ways is counting and oral numeration. Inuit people say their numbers orally and do not have a way to represent them in symbols like Europeans do (57). A final thing Poirier focuses on is the Inuit people’s sense of space and their ability to “read” situations in order for better survival. Their “precision of language can also be seen when an Inuit describes the path one must take to reach a spot” (60). The way that they view their spaces they are in challenges Eurocentric ways because the Europeans often look past their space, they are in. Inuit people instead have developed a much higher vocabulary when it comes to speaking about special relations (60). These three ways of viewing mathematics alters the way the two cultures learn about math and the way it is implied within our lives.