Kimerer’s article captivated me with her profound journey of learning her native language and its connection to the "grammar of animacy." I feel deeply empathetic toward the loss of native languages—languages that are not only rich in cultural significance but also embody the erasure of history.
This makes me wonder how much of the "native math language" has been lost along with the history and contributions of those who created it. For example, the Aboriginal people who have fought to preserve their languages and their historical roots. When I was in elementary school in China, we learned about the Yanghui triangle, named after its inventor. But when I moved to Canada, it was universally referred to as Pascal’s triangle, with little recognition of its original name and cultural context.
It seems that Western mathematical terminology has become the “gold standard,” leading to the assimilation of mathematical history from other cultures whose languages are less widely known. In a classroom setting, I would encourage my students to describe math in their own languages, using it as a gateway to explore their mathematical heritage. This could open up new perspectives while honoring the cultural values behind those languages. Language is a powerful tool—it represents collective identity and values. Learning the same subject in different languages offers learners a unique and enriched experience.
Kimerer’s article inspires me to make consistent, conscious efforts to incorporate Indigenous knowledge in my classroom, much like how she approaches learning her native language in small but meaningful ways every day. Simple words and phrases, learned daily, can lead to immersive and powerful lessons. I would also encourage students with Indigenous backgrounds to share their experiences in learning math that ties into their cultural heritage. This would foster a sense of belonging and compassion for all.
Thanks for this thoughtful post.
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