Bridging culture, language, and test design work in mathematics item writing guidelines for Indigenous pupils
Bibliographic Data
| ID | 21177181 |
|---|---|
| Authors | S Kanageswari Suppiah Shanmugam (0000-0003-3007-8637, Northern University of Malaysia, corresponding author), Arsaythamby Veloo (0000-0002-6827-082X, Northern University of Malaysia), Suheysen Revindran (0000-0001-5497-7843, Northern University of Malaysia) |
| Year | 2026 |
| Pages | 1-21 |
| Publication date | 2026-06-29 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Diaspora Indigenous and Minority Education (JOURNAL) |
| Journal identifiers | ISSN: 1559-5692 • E-ISSN: 1559-5706 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/15595692.2026.2693661 |
| OpenAlex | W7166546459 |
| Language | EN |
| References cited | 78 |
Indigenous pupils often face unique challenges in mathematics assessments due to cultural and linguistic barriers. To address this gap, this study focuses on developing item-writing guidelines tailored to the cultural and linguistic context of Indigenous pupils. By engaging both mathematics experts and teacher-practitioners, the study analyzed an existing mathematics test and conducted qualitative analyses to formulate 20 item-writing guidelines. These guidelines prioritize cultural validity, language proficiency, and test design, aiming to better accommodate the experiences and needs of the Indigenous Orang Asli pupils. This research endeavors to bridge the gap in establishing fair and inclusive mathematics assessments
Bridging (networking) · Context (archaeology) · Cultural diversity · Ethnomathematics · Indigenous · Indigenous culture · Qualitative research · Test (biology) · Work (physics) · Indigenous Health, Education, and Rights · Mathematics Education and Teaching Techniques · Multilingual Education and Policy
Indigenous Knowledge and Ethnomathematics
Developing and Validating Test Items
The Language Factor in Mathematics Tests
A Review of Multiple-Choice Item-Writing Guidelines for Classroom Assessment
An NCME Instructional Module on
The Semiotics of Test Design
Analyzing Assessment Practices for Indigenous Students
Cultural Validity as Foundational to Assessment Development
Indigenous learning gaps and home language instruction
Reliability and validity evidence of the early numeracy test for identifying children at risk for mathematical learning difficulties
The pursuit of fairness in assessment
At the intersection of culture, bilingualism, and mathematics
Is member checking the gold standard of quality in qualitative research
To saturate or not to saturate? Questioning data saturation as a useful concept for thematic analysis and sample-size rationales
The Integration of Cultural Elements in the English Language Classrooms
Enhancing School Mathematics Culturally
The integration of indigenous knowledge in school
Cultural validity
Examining How Spanish-Speaking English Language Learners Use Their Linguistic Resources and Language Modes in a Dual Language Mathematics Assessment Task
Item-writing rules
Place-based learning and knowing
Testing across languages in international comparisons
Examining Language in Context
Decolonizing Mathematics Curriculum and Pedagogy
The Centrality of Relationships for Pedagogy
Insight from Nunavut Educators Using Appreciative Inquiry
Conducting Thematic Analysis with Qualitative Data
Positioning Indigenous knowledge systems within the Australian mathematics curriculum
Reliability in Content Analysis
Indigenous Language Speaking Students Learning Mathematics in English
| Citation velocity | historical |
|---|---|
| Highly cited | No |