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Lindfors, M., Roos, H. & Bagger, A. (2019). The nature of knowing and students in need of special education. In: Book of abstracts: EARLI 2019: . Paper presented at The European Association for Research on Learning and Instruction (EARLI), Aachen, Germany, Aug 12-16, 2019. (pp. 142-142). RWTH Aachen University
Åpne denne publikasjonen i ny fane eller vindu >>The nature of knowing and students in need of special education
2019 (engelsk)Inngår i: Book of abstracts: EARLI 2019, RWTH Aachen University , 2019, s. 142-142Konferansepaper, Oral presentation with published abstract (Fagfellevurdert)
Abstract [en]

The purpose of this research is to explore teachers’ mathematical epistemic beliefs in relation to students in need of special education in mathematics (SEM-students). Teachers’ views on the subject and the students in need are central aspects for the support (Scherer, Beswick, DeBlois, Healey & Opitz, 2016). In more detail, the interest lies in revealing the epistemologies of teachers’ beliefs on the nature of knowing in two very different educational practices: the general situation of the teaching and learning and in the practice of national testing. The research process is guided by four steps: 1; The identification of statements regarding the justification of and source of knowledge 2; The explanatory paraphrasing into groups of statements. 3; A search for concurrence, differences and patterns within and between groups. 4. Finally, a summary of what is characteristic for the nature of knowing in mathematics in relation to SEM-students in these two practices is given.

sted, utgiver, år, opplag, sider
RWTH Aachen University, 2019
Emneord
Attitudes and beliefs, Mathematics, Primary education, Special education Presenting
HSV kategori
Identifikatorer
urn:nbn:se:umu:diva-162966 (URN)
Konferanse
The European Association for Research on Learning and Instruction (EARLI), Aachen, Germany, Aug 12-16, 2019.
Tilgjengelig fra: 2019-09-04 Laget: 2019-09-04 Sist oppdatert: 2019-09-04
Bagger, A., Björklund Boistrup, L. & Norén, E. (2018). The governing of three researchers' technologies of the self. The Montana Mathematics Enthusiast, 15(1-2), 278-302
Åpne denne publikasjonen i ny fane eller vindu >>The governing of three researchers' technologies of the self
2018 (engelsk)Inngår i: The Montana Mathematics Enthusiast, ISSN 1551-3440, E-ISSN 1551-3440, Vol. 15, nr 1-2, s. 278-302Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

This article sheds light on a number of discursive conditions relating to being researchers in mathematics education and with an interest in diversity. The data derived from a self-reflective trialogue (dialogue of three people) between the three authors, three researchers. Two of Foucault’s governing technologies were adopted: technologies of power and technologies of the self. By exploring regularities between these in our trialogue we construed formations of governing technologies in relation to subjectification and subjectivation. We uncovered five formations: “Tensions between mathematics education (ME) researchers from different traditions through processes of normalization and othering”, “Limiting space between ME researchers within the socio- political through dismissal of knowledge”, “The socio-political tradition of a need for theory connects theory and ME researcher's’ self-cultivation”, “The researchers’ processes of self-cultivation connect theory and compassionate research practices”. and “Research on policy statements as resistance towards technologies of domination in society”. 

sted, utgiver, år, opplag, sider
Montana Council of Teachers of Mathematics, 2018
Emneord
Governmentality, Technologies of power, Technologies of the self, Mathematics for all, Socio-political, Subjectification, Subjectivation, Researchers
HSV kategori
Forskningsprogram
matematikdidaktik
Identifikatorer
urn:nbn:se:umu:diva-143770 (URN)000423964700017 ()
Tilgjengelig fra: 2018-01-09 Laget: 2018-01-09 Sist oppdatert: 2018-06-09bibliografisk kontrollert
Bagger, A. (2017). Den flerspråkiga elevens nationella provdeltagande i matematik: diskursiva förutsättningar. Utbildning och Demokrati, 26(2), 95-111
Åpne denne publikasjonen i ny fane eller vindu >>Den flerspråkiga elevens nationella provdeltagande i matematik: diskursiva förutsättningar
2017 (svensk)Inngår i: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 26, nr 2, s. 95-111Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

Multilingual students’ participation in national tests in mathematics – discursive prerequisites. This article explores discursive prerequisites in test-taking for second language learners with other mother tongues than Swedish. Four students were interviewed in 2016 during their final year of compulsory school. The results imply that multilingual students are positioned as disadvantaged within testing. This phenomenon is mainly situated in a competitive discourse with several subordinated discourses that further position the students: A discourse of justice positioned the students as being sorted or left behind, a discourse of handling the assessment positioned the students as caretakers and a discourse of future challenges positioned the students as struggling while learning, being capable to learn or facing positive challenges. The results imply that national testing is a personal and relational experience and gives rise to issues of legitimacy and equality. These issues should be considered in policy-making, the construction and the carrying out of tests as well as in the conclusions which are based on the results on individual, group and organisational levels.

sted, utgiver, år, opplag, sider
Örebro: Örebo Universitet, 2017
Emneord
discourse, second language learners, assessment, flerspråkighet, diskurs, bedömning, matematik, nationella prov
HSV kategori
Forskningsprogram
pedagogiskt arbete; matematikdidaktik
Identifikatorer
urn:nbn:se:umu:diva-141846 (URN)
Tilgjengelig fra: 2017-11-13 Laget: 2017-11-13 Sist oppdatert: 2018-06-09bibliografisk kontrollert
Bagger, A. (2017). It is only a test: social aspectsof displaying knowledge in mathematics for second language learners. In: Dooley, T., & Gueudet, G. (Ed.), CERME 10: Proceedings of the tenth congress of the European Society for Research in Mathematics Education. Paper presented at CERME 10, Congress of the European Society for Research in Mathematics Education (CERME), Dublin, Febrary 1-5, 2017 (pp. 1433-1440). European Society for Research in Methematic Education (ERME)
Åpne denne publikasjonen i ny fane eller vindu >>It is only a test: social aspectsof displaying knowledge in mathematics for second language learners
2017 (engelsk)Inngår i: CERME 10: Proceedings of the tenth congress of the European Society for Research in Mathematics Education / [ed] Dooley, T., & Gueudet, G., European Society for Research in Methematic Education (ERME) , 2017, s. 1433-1440Konferansepaper, Publicerat paper (Fagfellevurdert)
Abstract [en]

This article discusses social dimensions connected to assessment in mathematics for second language learners in Sweden. The data consist of two semi-structured interviews with students in the ninth grade of compulsory school. Foucault’s thinking on discourse and positioning was advocated as a frame for analysis. The units for analysis were students’ statements about caring and the other in connection to the display of knowledge in mathematics. Results show that caring of and for others are important resources in managing assessment and believing in the future.

sted, utgiver, år, opplag, sider
European Society for Research in Methematic Education (ERME), 2017
Emneord
Second language learner, assessment in mathematics, opportunity to display knowledge.
HSV kategori
Forskningsprogram
matematikdidaktik
Identifikatorer
urn:nbn:se:umu:diva-144236 (URN)
Konferanse
CERME 10, Congress of the European Society for Research in Mathematics Education (CERME), Dublin, Febrary 1-5, 2017
Tilgjengelig fra: 2018-01-28 Laget: 2018-01-28 Sist oppdatert: 2019-06-19bibliografisk kontrollert
Bagger, A. (2017). Quality and equity in the era of national testing: the case of Sweden. In: Julie Allan, Alfredo J. Artiles (Ed.), World yearbook of education 2017: assessment inequalities (pp. 68-88). Oxon: Routledge
Åpne denne publikasjonen i ny fane eller vindu >>Quality and equity in the era of national testing: the case of Sweden
2017 (engelsk)Inngår i: World yearbook of education 2017: assessment inequalities / [ed] Julie Allan, Alfredo J. Artiles, Oxon: Routledge, 2017, s. 68-88Kapittel i bok, del av antologi (Fagfellevurdert)
sted, utgiver, år, opplag, sider
Oxon: Routledge, 2017
Serie
World Yearbook of Education Series
Emneord
national assessement, equity, quality, third grade, mathematics
HSV kategori
Forskningsprogram
matematikdidaktik; pedagogik
Identifikatorer
urn:nbn:se:umu:diva-128242 (URN)978-1-138-69922-9 (ISBN)978-1-315-51737-7 (ISBN)
Tilgjengelig fra: 2017-02-09 Laget: 2017-02-09 Sist oppdatert: 2018-06-09bibliografisk kontrollert
Bagger, A. (2017). The discourse regarding the multilingual student in need of support in test- instructions. In: ICT in mathematics education: the future and the realities. Paper presented at Proceedings of MADIF10. The tenth research seminar of the Swedish Society for Research in Mathematics Education. Karlstad, January 26-28, 2016. (pp. 151). Göteborg: Nationellt centrum för matematikutbildning (NCM), 11
Åpne denne publikasjonen i ny fane eller vindu >>The discourse regarding the multilingual student in need of support in test- instructions
2017 (engelsk)Inngår i: ICT in mathematics education: the future and the realities, Göteborg: Nationellt centrum för matematikutbildning (NCM), 2017, Vol. 11, s. 151-Konferansepaper, Oral presentation with published abstract (Fagfellevurdert)
sted, utgiver, år, opplag, sider
Göteborg: Nationellt centrum för matematikutbildning (NCM), 2017
Emneord
student in need of support; test instructions; multilingual
HSV kategori
Forskningsprogram
matematikdidaktik
Identifikatorer
urn:nbn:se:umu:diva-138006 (URN)978-91-984024-0-7 (ISBN)
Konferanse
Proceedings of MADIF10. The tenth research seminar of the Swedish Society for Research in Mathematics Education. Karlstad, January 26-28, 2016.
Tilgjengelig fra: 2017-08-01 Laget: 2017-08-01 Sist oppdatert: 2018-06-09
Silfver, E., Sjöberg, G. & Bagger, A. (2016). An 'appropriate' test taker: the everyday classroom during the national testing period in school year three in Sweden. Ethnography and Education, 11(3), 237-252
Åpne denne publikasjonen i ny fane eller vindu >>An 'appropriate' test taker: the everyday classroom during the national testing period in school year three in Sweden
2016 (engelsk)Inngår i: Ethnography and Education, ISSN 1745-7823, E-ISSN 1745-7831, Vol. 11, nr 3, s. 237-252Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

This article draws on data from a bigger project where we explore what is taking place in the daily life of classrooms during the national testing period in mathematics for nine- to ten-year-old children in Sweden. Data was produced by observations, video-recordings, and interviews with children. The article shows on a micro level how assessment trends, on a macro level, affect children. It further focuses how children through different repertoires of time position themselves as 'appropriate' test takers

sted, utgiver, år, opplag, sider
Taylor & Francis, 2016
Emneord
children, classroom, competition, mathematics, testing discourse, video data
HSV kategori
Forskningsprogram
matematikdidaktik
Identifikatorer
urn:nbn:se:umu:diva-107683 (URN)10.1080/17457823.2015.1085323 (DOI)000388410700001 ()
Prosjekter
Vad gör testandet med eleven?
Forskningsfinansiär
Swedish Research Council, Dnr 721-2008-4646
Tilgjengelig fra: 2015-08-26 Laget: 2015-08-26 Sist oppdatert: 2018-06-07bibliografisk kontrollert
Bagger, A. (2016). Pressure at stake: Swedish third graders' talk about national tests in mathematics. Nordisk matematikkdidaktikk, 21(1), 47-69
Åpne denne publikasjonen i ny fane eller vindu >>Pressure at stake: Swedish third graders' talk about national tests in mathematics
2016 (engelsk)Inngår i: Nordisk matematikkdidaktikk, ISSN 1104-2176, Vol. 21, nr 1, s. 47-69Artikkel i tidsskrift (Fagfellevurdert) Published
Emneord
national tests, pressure, mathematics, third grade, position of need
HSV kategori
Forskningsprogram
pedagogiskt arbete
Identifikatorer
urn:nbn:se:umu:diva-109169 (URN)
Tilgjengelig fra: 2015-09-21 Laget: 2015-09-21 Sist oppdatert: 2018-06-07bibliografisk kontrollert
Bagger, A. (2016). Student Equity vs Test Equality?: support during third graders' national tests in mathematics in Sweden. Paper presented at The Nordic Research network on Special Needs Education in Mathematics (NORSMA 7, Kopenhagen.. Cursiv [publisher: Institut for Didaktik, Danmarks Pædagogiske Universitetsskole, Aarhus Universitet, DK] (18), 123-139
Åpne denne publikasjonen i ny fane eller vindu >>Student Equity vs Test Equality?: support during third graders' national tests in mathematics in Sweden
2016 (engelsk)Inngår i: Cursiv [publisher: Institut for Didaktik, Danmarks Pædagogiske Universitetsskole, Aarhus Universitet, DK], ISSN 1901-8878, E-ISSN 1901-8886, nr 18, s. 123-139Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

This article throws light on the educational practice of teachers providing additional support to students during tests, more specifically during the national tests in mathematics for third graders in Sweden (hereafter called Ntm3) for the years 2010 and 2011. Both the test instructions and teacher talk related to these tests were taken into consideration. The results suggest that issues of equity and teachers’ agency arise when considering support. The dual purpose of the test, to evaluate the student and to evaluate the education, positions the teacher as both a test-giver and a test-taker and influences the discourse on support by ambiguity. I found that in such circumstances, when students´ equity comes into conflict with the test´s equality, the focus during the tests shifts from attention to learning to attention to controlling.

Abstract [sv]

Denna artikel studerar förutsättningarna för det stöd som kan ges till elever i samband med det nationella provet i matematik i det tredje skolåret (härefter kallat Ntm3), i Sverige under 2010 och 2011. Den stöddiskurs som aktiveras i samband med proven har avgränsats genom att provets instruktioner samt åtta intervjuer med lärare har analyserats. Resultaten indikerar att provet leder till att provdeltagarnas fokus förskjuts från lärande till kontroll och att provets dubbla syften positionerar läraren som både testtagare och testgivare. Detta visar sig som en ambivalens i stöddiskursen och leder till ett pedagogiskt dilemma i situationer där provets likvärdighet sätts mot elevens.

sted, utgiver, år, opplag, sider
Köpenhamn: Aarhus University, 2016
Emneord
National tests, mathematics, special needs, discourse, support, multilingual pupils, third grade, teacher talk, nationella prov, matematik, tredje klass, särskilda behov, särskilt stöd
HSV kategori
Forskningsprogram
pedagogiskt arbete
Identifikatorer
urn:nbn:se:umu:diva-93358 (URN)
Konferanse
The Nordic Research network on Special Needs Education in Mathematics (NORSMA 7, Kopenhagen.
Prosjekter
Vad gör testandet med eleverna? En studie kring nationella prov i matematik
Merknad

ISBN 978-87-7684-722-7

Originally published in thesis in manuscript form with the title: Pupil’s equity vs the test’s equality? Support during third graders National tests in Mathematics in Sweden.

Tilgjengelig fra: 2014-09-18 Laget: 2014-09-18 Sist oppdatert: 2018-06-07bibliografisk kontrollert
Nyroos, M., Korhonen, J., Peng, A., Linnanmäki, K., Svens-Liavåg, C., Bagger, A. & Sjöberg, G. (2015). Cultural and Gender Differences in Experiences and Expression of Test Anxiety Among Chinese, Finnish, and Swedish Grade 3 Pupils. International Journal of School & Educational Psychology, 3(1), 37-48
Åpne denne publikasjonen i ny fane eller vindu >>Cultural and Gender Differences in Experiences and Expression of Test Anxiety Among Chinese, Finnish, and Swedish Grade 3 Pupils
Vise andre…
2015 (engelsk)Inngår i: International Journal of School & Educational Psychology, ISSN 2168-3603, Vol. 3, nr 1, s. 37-48Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

While test anxiety has been studied extensively, little consideration has been given to the cultural impacts of children's experiences and expressions of test anxiety. The aim of this work was to examine whether variance in test anxiety scores can be predicted based on gender and cultural setting. Three hundred and ninety-eight pupils in Grade 3 in China, Finland, and Sweden, each of which has different testing realities, completed the Children's Test Anxiety Scale (CTAS). Exploratory structural equation modeling (ESEM) results indicated that the Chinese sample scored more highly on the autonomic reactions component, whereas the Nordic sample scored higher on the off-task behaviors component. Significant interaction effects between gender and culture were also observed: The Nordic girls exhibited higher levels of autonomic reactions, but the opposite was seen in the Chinese sample, with boys reporting higher levels of the cognitive component. The conceptualization of test anxiety encompassing the off-task behaviors component does not appear to be universal for children. It is also suggested that gender differences vary as a function of culture.

Emneord
Children, Confucianism, cross-cultural, exploratory structural equation modeling, gender, high-stakes testing, test anxiety
HSV kategori
Forskningsprogram
psykologi; pedagogiskt arbete
Identifikatorer
urn:nbn:se:umu:diva-100927 (URN)10.1080/21683603.2014.915773 (DOI)
Tilgjengelig fra: 2015-03-14 Laget: 2015-03-14 Sist oppdatert: 2018-06-07bibliografisk kontrollert
Organisasjoner
Identifikatorer
ORCID-id: ORCID iD iconorcid.org/0000-0001-7182-5649