Indigenous Mathematics: Edward Doolittle Links Numbers and Spirituality

Mathematics is deeply intertwined with Indigenous worldviews, according to Edward Doolittle, an associate professor of mathematics at the First Nations University of Canada. Speaking at a lecture in November 2023 at the University of Waterloo, Doolittle emphasized the need to connect mathematics to Indigenous creation stories to foster a more holistic understanding of the subject.

“If we’re going to Indigenize mathematics, we need to connect it to creation,” Doolittle stated. He explained that the creation story not only conveys essential teachings but also provides a framework for understanding numbers and their relevance in everyday life.

Doolittle has dedicated over 40 years to exploring Indigenous mathematics. He believes that this approach can make mathematics more accessible and engaging for Indigenous students. Utilizing tools like the medicine wheel, which encompasses mental, physical, emotional, and spiritual dimensions, Doolittle aims to create a learning environment that acknowledges and incorporates spirituality into mathematics.

“When I do mathematics, I feel something spiritual,” Doolittle reflected. “There’s just a kind of purity about it, an otherworldliness.” He argued that this sense of spirituality is often overlooked in traditional mathematics instruction.

Doolittle also addresses the emotional barriers many students face with mathematics. He noted that many students express a dislike for the subject. To counter this sentiment, he has found that collaborative learning experiences, where students work in groups rather than individually, can enhance their emotional connection to mathematics.

In his lecture, Doolittle highlighted how counting to ten relates to the key events of the Haudenosaunee creation story. “The numbers are in the creation story, and this is what initially drew my attention,” he explained. He sees the creation narrative as a teaching tool, especially for younger generations, where mathematics and life lessons are taught simultaneously.

Doolittle’s perspective on Indigenous mathematics extends beyond numbers and equations. He regards mathematics as deeply embedded in the fabric of creation itself. During his talk, he described the story of Sky Woman, who falls from the sky world onto an Earth covered in water. As she descends, she gathers plants, emphasizing the importance of knowledge and research.

“That message about digging for the root is about search, about research,” Doolittle noted. He contends that this foundational story teaches the value of Indigenous knowledge, encouraging the transfer of wisdom from one realm to another, including mathematics.

Reflecting on the role of mathematics in addressing environmental issues, Doolittle expressed the need to repay the harm done to the world. “We’ve disrupted the world so badly that we must do what we can to help,” he said. He believes mathematics can serve as a tool to restore balance, drawing on lessons from the creation story.

In his discussions with elders, Doolittle learned that mathematics is not merely ancient but intrinsic to the universe. “It’s part of the fabric of the universe,” he stated, reinforcing the idea that mathematics is essential to understanding our existence.

Through his efforts, Doolittle hopes to inspire a new generation of Indigenous students to see mathematics not just as a subject but as a vital part of their identity and culture. By integrating spirituality and community into mathematics education, he aims to create a more meaningful learning experience that resonates with Indigenous values.

As the conversation around Indigenizing mathematics continues, Doolittle’s work stands as a pioneering effort to bridge the gap between traditional knowledge systems and formal mathematics, highlighting the rich tapestry of Indigenous perspectives in the realm of numbers.