Exploring Historic Black Nova Scotian Experiences with Mathematics Assessment

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 the Historical Black community in Nova Scotia. This research stems from ongoing collaborative relationships with the Delmore Buddy Daye Learning Institute (DBDLI) that has focused on strategies for decolonizing pedagogy and content in mathematics classrooms. 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 streaming into nonacademic courses and lowered expectations for Black students. 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. Thus, we are interested in determining a process for designing better tools for assessment.

Faculty Supervisor:

Conor Barker;Lisa Lunney Borden

Student:

Partner:

Delmore “Buddy” Daye Learning Institute

Discipline:

Sociology

Sector:

Education; Professional, scientific and technical services

University:

St. Francis Xavier University

Program: