This project is a partnership between St. Francis Xavier University (StFX), Mi’kmaw Kina’matnewey (MK), and Sprig Learning. Our collective work over the past two years has focused on the development of a strengths-based and culturally enabling mathematics assessment for ages 3 to 5. This is an extension of our earlier work done in partnership with MK and the Nova Scotia Department of Education and Early Childhood (NSEECD) where we developed a holistic mathematics assessment for grade 1 featuring Aliet, the bear from Sprig’s Treaty Education series (Lunney Borden et al., 2022). Our team had support from the Bill and Melinda Gates Foundation to develop a holistic mathematics assessment for ages 3 to 5 that employs a similar strengths-based framework focused on early mathematics concepts. The early-years assessment is a student directed, game-based formative assessment tool delivered on an iPad with an equity focused design developed in collaboration with Black, Latine/x, and Indigenous families and educators. Additionally, there is an educator portal with tasks aligned to observation rubrics that help teachers to assess student thinking while they engage in playful learning centres. The assessment, named Sprig Explorers, is focused on assessing children’s thinking in ways that go beyond mere content to focus on children’s understanding of mathematical processes. While initial rounds of funding enabled us to work with pre-school classrooms in various parts of the US to pilot the assessment, MK is now keen to pilot these tools in their own K3, K4 and primary classrooms. We propose implement the Sprig Explorers Math program at 3 MK community sites and assess impact. We are interested in exploring the following questions:
- How can a strengths-based mathematics assessment help us to grow the mathematical thinking of 3- to 5- year old Mi’kmaw children?
- What are the mathematical strengths of 3- to 5- year old Mi’kmaw children?
- How does this data support educators to make decisions about mathematical programming for Mi’kmaw children?
- How can educators be better supported to use classroom evidence to make decisions about culturally enabling mathematical experiences for Mi’kmaw youth?
- How do the children and their teachers respond to the Sprig Explorers program and what, if any, changes need to be made to make it more relevant for Mi’kmaw children?