Indigenous Mathematics: Edward Doolittle Links Spirituality to Numbers

Edward Doolittle, a Kanien’kehá:ka (Mohawk) mathematics associate professor at First Nations University of Canada, recently delivered a thought-provoking presentation at the Hagey Lecture series hosted by the University of Waterloo in November 2023. Doolittle’s lecture focused on the intricate relationship between mathematics and Indigenous spirituality, arguing that mathematics is deeply woven into the fabric of Indigenous worldviews, stemming from creation stories.

Connecting Mathematics to Indigenous Creation Stories

Doolittle emphasized the need to “Indigenize mathematics” by connecting it to the teachings found in creation narratives. He stated, “If we’re going to Indigenize mathematics, we need to connect it to creation. What is the creation story about? … It holds instructions about how to make the world.” This approach aims to make mathematics more relatable and meaningful for Indigenous students, offering a holistic perspective that integrates mental, physical, emotional, and spiritual dimensions.

Having worked on Indigenous mathematics for over 40 years, Doolittle draws on the medicine wheel as a framework for his teaching. He noted, “I feel something spiritual when I do mathematics — something many mathematicians feel. There’s just a kind of purity about it, an otherworldliness.” His goal is to incorporate this spiritual element into the classroom experience, challenging the traditional perception of mathematics as a purely logical discipline.

Transforming Student Experiences in Mathematics

Doolittle recounted that many of his students express a dislike for mathematics. To counter this sentiment, he strives to create positive emotional experiences in the classroom. “One of the keys I found is allowing students to work together in groups instead of by themselves at their desks,” he said. This collaborative approach fosters a supportive environment that encourages engagement and enthusiasm for the subject.

According to Doolittle, the act of counting is more than a numerical exercise; it is a narrative device connected to the Haudenosaunee creation story. He explained, “Every time I count to 10, I’m telling the major events of the Haudenosaune creation story.” By intertwining mathematical concepts with cultural teachings, Doolittle hopes to enrich students’ understanding of both subjects.

In his discussion, he highlighted the story of Sky Woman, who falls from the sky world onto a water-covered Earth. As she descends, she grasps plants, and her fall is cushioned by animals that come to her aid. Doolittle stated, “That message about digging for the root is about search, about research, you might say. So it all begins with research. It all begins with the search.” This metaphor illustrates the importance of inquiry and knowledge acquisition within the context of both mathematics and Indigenous culture.

Moreover, Doolittle believes that mathematics serves as a tool for restoring balance to the natural world. He pointed out that the challenges facing the environment today necessitate a reciprocal relationship with nature, stating, “We’ve screwed the world up so bad that we need to do whatever we can to repay our debt to the animals. We need to do what we can to help the world.” This perspective aligns with broader Indigenous values that emphasize community and interconnectedness.

In conclusion, Doolittle’s insights present a compelling case for rethinking the way mathematics is taught, particularly in Indigenous contexts. By integrating cultural narratives and values into the curriculum, educators can foster a more inclusive and meaningful learning experience for Indigenous students. As he aptly put it, mathematics is not merely an ancient discipline; “it’s intrinsic. It’s built into the universe. It’s part of the fabric of the universe.” This profound understanding of mathematics as a universal language may pave the way for a more holistic educational approach that resonates with all learners.