Florence Glanfield, University of Alberta
Guest Contributor This entry is part of the Equity Issues Portfolio’s series on Indigenizing the academy and Indigenous education.
When people learn that I am of Aboriginal descent and that I enjoy mathematics I am often looked at in a quizzical way. Often I am asked how I came to enjoy and to teach mathematics. And, I often assume, that I am being asked how you – as an Aboriginal person – came to enjoy mathematics. Over the years I’ve found it productive to respond by sharing two stories.
“The truth about stories is that that’s all we...