ECS 203 Blogs

  I would describe this course as one that answers questions that we, future educators, might not have had or had during our education journey. the topics we discussed in our seven weeks— common sense, curriculum development, learning theories, Treaty Education, and more— were topics I would be highly interested to learn furthermore. At the beginning, I was honestly unfazed and couldn’t wait to wrap up my classes to enjoy the summer sun, but then I noticed how engaged I was in this course more so than others before it. I thought Kumashiro’s resource was one of the most interesting reads I’ve had in this program. In the end, I learned so much and feel more confident in facing the next steps of my life.   Click this link for a cool video: ECS 203 Summary- Justine D

  Part 1 (Numeracy): Using Gale’s lecture, Poirier’s article, and Bear’s article, identify at least three ways in which Inuit mathematics challenges Eurocentric ideas about the purpose of mathematics and the way we learn it. In Gale's lecture (and Bear's article), we see this quote from Little Leroy Bear: "Colonialism tries to maintain a singular social order by means of force and law, suppressing the diversity of human worldviews..." (2000, p. 77). Eurocentric mathematic views are pretty structured, and there's very little room to make mathematics flexible to interpretations as opposed to philosophies. Gale mentioned the story about the sheep herder and the researchers. Both sides had different opinions on that trading situation, and while I agree the researchers make sense mathematically, the sheep herder's point challenged counting sheep and seeing values one-dimensionally.  Bear's article talks about how Indigenous languages are aimed at describing ...