Decolonizing diagnostic assessments in mathematics

The overall purpose of this research is to explore the ways diagnostic assessments enable or disable growth in mathematics understanding for children most impacted by colonialism, in particular Black and Mi’kmaw children in Mi’kma’ki or what we now call Nova Scotia. This research stems from ongoing
collaborative relationships in local Mi’kmaw and Black communities that have focused on strategies for decolonizing pedagogy and content in mathematics classrooms. Yet, we recognize the disabling and dehumanizing power of current diagnostic assessment practices that contribute to the opportunity gap (otherwise referred to as an achievement gap) for students in mathematics achievement, resulting in
higher rates of individualized program plans (IPPs), streaming into nonacademic courses and lowered
expectations for Black and Mi’kmaw children. Much has been written about how these mathematics assessments are not culturally relevant or enabling, yet there is limited literature on how to create more appropriate diagnostic tools. Diagnostic assessments should be useful for educators, students, and their families to understand the underlying reasons for mathematics difficulties and create plans to support student learning….

Faculty Supervisor:

Conor Barker

Student:

Partner:

Delmore “Buddy” Daye Learning Institute

Discipline:

Sociology

Sector:

Education; Professional, scientific and technical services

University:

Mount Saint Vincent University

Program: