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This paper braids together experiences from three Canadian projects committed to creating learning opportunities where Indigenous and Western ways of knowing, being, and doing might circulate together. Show Me Your Math/Connecting Math to Our Lives and Communities (Mi'kmaw territory/Nova Scotia), the First Nations and Métis Mathematics Voices Project (Anishnaabe territory/Ontario), and the READress Project (Kanien'kehá:ka territory/Québec) are each described, and individually and collaboratively explored to identify the ways in which STEM and mathematics emerged (or did not) from community, and contributed back to those communities. While unique in their own ways, each of the projects engaged in collaborative, reflective, cyclical processes of teaching and learning that were deeply rooted in community and ethical relationality. Unresolved tensions are reviewed regarding what is lost when mathematics and STEM more generally are privileged in these contexts, and questions about curriculum reform are presented. [ABSTRACT FROM AUTHOR]

An old conjecture of Erdős and Graham states that only finitely many integer squares could be obtained from product of disjoint blocks of consecutive integers of length greater than or equal to four. It is known by counterexamples that the conjecture is false for product of disjoint blocks of four and five consecutive integers. In this paper, we present new algorithms generating new polynomial parametrizations that extend the polynomial parametrization given by Bennett and Luijk (Indag Math (N.S.) 23(1–2):123–127, 2012). Moreover, we produce the first examples of integer squares obtained from product of disjoint blocks of consecutive integers such that each block has length six or seven. [ABSTRACT FROM AUTHOR]