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Publications (10 of 14) Show all publications
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.
Open this publication in new window or tab >>An 'appropriate' test taker: the everyday classroom during the national testing period in school year three in Sweden
2016 (English)In: Ethnography and Education, ISSN 1745-7823, E-ISSN 1745-7831, Vol. 11, no 3, 237-252 p.Article in journal (Refereed) 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

Place, publisher, year, edition, pages
Taylor & Francis, 2016
Keyword
children, classroom, competition, mathematics, testing discourse, video data
National Category
Pedagogical Work
Research subject
didactics of mathematics
Identifiers
urn:nbn:se:umu:diva-107683 (URN)10.1080/17457823.2015.1085323 (DOI)000388410700001 ()
Projects
Vad gör testandet med eleven?
Funder
Swedish Research Council, Dnr 721-2008-4646
Available from: 2015-08-26 Created: 2015-08-26 Last updated: 2017-06-07Bibliographically approved
Bagger, A. (2016). Pressure at stake: Swedish third graders' talk about national tests in mathematics. Nordisk matematikkdidaktikk, 21(1), 47-69.
Open this publication in new window or tab >>Pressure at stake: Swedish third graders' talk about national tests in mathematics
2016 (English)In: Nordisk matematikkdidaktikk, ISSN 1104-2176, Vol. 21, no 1, 47-69 p.Article in journal (Refereed) Published
Keyword
national tests, pressure, mathematics, third grade, position of need
National Category
Educational Sciences
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-109169 (URN)
Available from: 2015-09-21 Created: 2015-09-21 Last updated: 2017-12-04Bibliographically approved
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.
Open this publication in new window or tab >>Student Equity vs Test Equality?: support during third graders' national tests in mathematics in Sweden
2016 (English)In: Cursiv [publisher: Institut for Didaktik, Danmarks Pædagogiske Universitetsskole, Aarhus Universitet, DK], ISSN 1901-8878, E-ISSN 1901-8886, no 18, 123-139 p.Article in journal (Refereed) 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.

Place, publisher, year, edition, pages
Köpenhamn: Aarhus University, 2016
Keyword
National tests, mathematics, special needs, discourse, support, multilingual pupils, third grade, teacher talk, nationella prov, matematik, tredje klass, särskilda behov, särskilt stöd
National Category
Educational Sciences
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-93358 (URN)
Conference
The Nordic Research network on Special Needs Education in Mathematics (NORSMA 7, Kopenhagen.
Projects
Vad gör testandet med eleverna? En studie kring nationella prov i matematik
Note

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.

Available from: 2014-09-18 Created: 2014-09-18 Last updated: 2017-12-05Bibliographically approved
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.
Open this publication in new window or tab >>Cultural and Gender Differences in Experiences and Expression of Test Anxiety Among Chinese, Finnish, and Swedish Grade 3 Pupils
Show others...
2015 (English)In: International Journal of School & Educational Psychology, ISSN 2168-3603, Vol. 3, no 1, 37-48 p.Article in journal (Refereed) 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.

Keyword
Children, Confucianism, cross-cultural, exploratory structural equation modeling, gender, high-stakes testing, test anxiety
National Category
Psychology Educational Sciences
Research subject
Psychology; educational work
Identifiers
urn:nbn:se:umu:diva-100927 (URN)10.1080/21683603.2014.915773 (DOI)
Available from: 2015-03-14 Created: 2015-03-14 Last updated: 2017-12-04Bibliographically approved
Bagger, A. (2015). De nationella proven som en arena för likvärdighetsfrågor. Specialpedagogisk tidskrift (3), 4-6.
Open this publication in new window or tab >>De nationella proven som en arena för likvärdighetsfrågor
2015 (Swedish)In: Specialpedagogisk tidskrift, no 3, 4-6 p.Article in journal (Other (popular science, discussion, etc.)) Published
Place, publisher, year, edition, pages
Svenska förbundet för specialpedagogik, 2015
Keyword
specialpedagogik nationella prov särskilda behov
National Category
Social Sciences
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-111795 (URN)
Available from: 2015-11-23 Created: 2015-11-23 Last updated: 2015-11-23
Sjöberg, G., Silfver, E. & Bagger, A. (2015). Disciplined by tests. Nordisk matematikkdidaktikk, 20(1), 55-75.
Open this publication in new window or tab >>Disciplined by tests
2015 (English)In: Nordisk matematikkdidaktikk, ISSN 1104-2176, Vol. 20, no 1, 55-75 p.Article in journal (Refereed) Published
Abstract [en]

This article reports on a Swedish research project on the reintroduction of national tests in mathematics for nine- to ten-year-old pupils. Data were collected over a period of three years (2010-2012) by video recording test situations in different classrooms and by conducting video-stimulated recall interviews with children. The aim is to explore and analyse the testing situation and how it creates different positions for children. We conclude that discourses of testing, caring and competition, sometimes strengthening and sometimes shadowing each other and thereby, produce knowledge in children about success and failure in mathematics, positioning children as ‘winners’ or ‘losers’. The tests are interpreted as a technology – a form of disciplinary power that functions at the level of the body (Foucault, 1980).

Place, publisher, year, edition, pages
Göteborg: Nationellt centrum för matematikutbildning (NCM), 2015
Keyword
ethnographic study, children's perspective, grade three, mathematics, national tests, success, failure
National Category
Didactics Other Mathematics
Research subject
didactics of mathematics
Identifiers
urn:nbn:se:umu:diva-95993 (URN)
Projects
Vad gör testandet med eleven? En studie kring nationella prov i matematik
Funder
Swedish Research Council, 2008-32226-60932-55
Available from: 2014-11-10 Created: 2014-11-10 Last updated: 2017-06-08Bibliographically approved
Bagger, A. & Roos, H. (2015). How Research Conceptualises the Student in Need of Special Education in Mathematics. In: O. Helenius, A. Engström, T. Meaney, P. Nilsson, E. Norén, J. Sayers, M. Österholm (Ed.), Development of Mathematics Teaching: Design, Scale, Effects. Proceeding of MADIF 9. The Ninth Swedish Mathematics Education Research Seminar Umeå February 4-5, 2014. Paper presented at MADIF 9, MADIF9: The Ninth Swedish Mathematics Education Research Seminar, Umeå, February 4-5, 2014 (pp. 27-36). Linköping: Svensk förening för MatematikDidaktisk Forskning - SMDF.
Open this publication in new window or tab >>How Research Conceptualises the Student in Need of Special Education in Mathematics
2015 (English)In: Development of Mathematics Teaching: Design, Scale, Effects. Proceeding of MADIF 9. The Ninth Swedish Mathematics Education Research Seminar Umeå February 4-5, 2014 / [ed] O. Helenius, A. Engström, T. Meaney, P. Nilsson, E. Norén, J. Sayers, M. Österholm, Linköping: Svensk förening för MatematikDidaktisk Forskning - SMDF, 2015, 27-36 p.Conference paper, Published paper (Refereed)
Abstract [en]

The focus of this paper is the conceptualisation of students in special educationalneeds in mathematics (SEM students) in the research fields of mathematics andspecial education. A difference between fields regarding the perspectives takenon the SEM student is obvious in the reviewed articles. Those in the specialeducational field were individual oriented in their view of the difficulties, whilstreviewed articles from the field of mathematics education more often discusssocio-cultural settings. The content in the selected 28 articles reveals that theoverall conceptualisation of SEM student has to do with the social construct ofthe SEM student, as well as with students’ experiences, affects, andprerequisites; with the specific training methods or interventions applied; withspecial areas in the subject of mathematics; with special groups of students; andwith teachers’ knowledge about all these factors.

Place, publisher, year, edition, pages
Linköping: Svensk förening för MatematikDidaktisk Forskning - SMDF, 2015
Series
Skrifter från Svensk förening för matematikdidaktisk forskning, ISSN 1651-3274
Keyword
special education, mathematics education, special needs
National Category
Didactics
Research subject
didactics of mathematics; educational work
Identifiers
urn:nbn:se:umu:diva-93357 (URN)978-91-973934-9-2 (ISBN)
Conference
MADIF 9, MADIF9: The Ninth Swedish Mathematics Education Research Seminar, Umeå, February 4-5, 2014
Note

Available from: 2014-09-18 Created: 2014-09-18 Last updated: 2016-04-18Bibliographically approved
Bagger, A. (2015). Möjligheter till stöd och tillgång till lärande i matematik. .
Open this publication in new window or tab >>Möjligheter till stöd och tillgång till lärande i matematik
2015 (Swedish)Other (Other (popular science, discussion, etc.))
Publisher
1 p.
Keyword
specialpedagogik lärande matematik
National Category
Educational Sciences
Research subject
didactics of mathematics
Identifiers
urn:nbn:se:umu:diva-117119 (URN)
Available from: 2016-02-22 Created: 2016-02-22 Last updated: 2016-02-22
Bagger, A. (2015). Pressures and positions of need during the Swedish third-grade National Test in Mathematics. In: Konrad Krainer, Naďa Vondrová (Ed.), Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education: . Paper presented at CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education, Feb 2015, Prague, Czech Republic (pp. 1558-1563). Prague: Charles University.
Open this publication in new window or tab >>Pressures and positions of need during the Swedish third-grade National Test in Mathematics
2015 (English)In: Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education / [ed] Konrad Krainer, Naďa Vondrová, Prague: Charles University , 2015, 1558-1563 p.Conference paper, Published paper (Refereed)
Abstract [en]

This paper presents and discusses parts of a large-scale [1] ethnographical and longitudinal study that has followed the process of implementing the National Test in Mathematics for third graders (Ntm3) in Sweden during its first three years (2010, 2011, and 2012). Pupil talk from 2011 about pressure and what is at stake was used to construe three positions of need that might characterize pupils during the National Test in Mathematics in their third school year: the position of shame, the position of unfamiliarity, and the position of stress. How these might be handled in educational practices is discussed briefly.

Place, publisher, year, edition, pages
Prague: Charles University, 2015
Keyword
Special education, needs, assessment, national tests
National Category
Educational Sciences
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-117120 (URN)978-80-7290-844-8 (ISBN)
Conference
CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education, Feb 2015, Prague, Czech Republic
Available from: 2016-02-22 Created: 2016-02-22 Last updated: 2016-06-13Bibliographically approved
Bagger, A. (2015). Prövningen av en skola för alla: nationella provet i matematik i det tredje skolåret. (Doctoral dissertation). Umeå: Umeå Universitet.
Open this publication in new window or tab >>Prövningen av en skola för alla: nationella provet i matematik i det tredje skolåret
2015 (Swedish)Doctoral thesis, comprehensive summary (Other academic)
Alternative title[en]
Is school for everyone? : the national test in mathematics at Grade three in Sweden
Abstract [en]

This thesis presents the contribution to research that my doctoral education led to. My starting point was a large scale qualitative research project (here after called the VR-project) which reviewed the implementation of national tests in the third grade on the subject of mathematics. The VR-project investigated how the test affected the pupils with a special focus on pupils in need of special support. An urge to look further into issues concerning the support, the pupil in need and the test was revealed in he initial VR-project. These issues therefore constitutes the problem area of this thesis. The VR-project studied a total of 22 classrooms in two different municipalities' during 2010- 2012. The methodology used for this project was inspired by ethnography and discourse analysis. The raw data consisted of test instructions, video observations of the actual test subjects, interviews from teachers and pupils about the test, the support that was given throughout the testing as well as the observations and interviews of the pupils requiring special assistance. Activated discourses and positions of the participants were demarcated. The results revealed that a traditional testing discourse, a caring discourse and a competitive discourse are activated during the tests. The testing discourse is stable and traditional. Much of what was shown and said in classrooms, routines and rules regarding the test were repeated in all the schools and in all the classrooms. The discourse on support is affected by ambiguity, which is revealed especially when issues of pupils’ equity is put against the tests equality. This is connected to the teachers restricted agency to give support due to the teacher position as a test taker. The positions in need that are available to students are not the same in pupils, teachers and steering documents. The situation is especially troublesome for pupils that do not manage Swedish good enough to take the test and for pupils in need of special support. Some of the conclusions from this thesis is that the national test format: Disciplines not only the pupil, but also the teacher, the classroom and the school at large. Results indicate that the test:

Activates a focus on achievementLeads attention away from learning Activates issues of accountability Influences pupils and teachers with stakes involved

Besides evaluating knowledge, the test disciplines not only the pupil, but also the teacher, the classroom and the school at large. Discussing the national test as an arena for equity might be a way towards attaining equality in education for all pupils.

Place, publisher, year, edition, pages
Umeå: Umeå Universitet, 2015. 114 p.
Series
Doktorsavhandlingar i pedagogiskt arbete, ISSN 1650-8858 ; 63
Keyword
National test, Mathematics, Third grade, Special needs, Special support, Student in need of support, Discourse, Pupil, Teacher, nationella prov, matematik, test, i behov av stöd, tredje skolåret, stöd
National Category
Social Sciences
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-109174 (URN)9789176013144 (ISBN)
Public defence
2015-10-16, Naturvetarhuset, N320, Umeå, 10:00 (Swedish)
Opponent
Supervisors
Projects
Nationella prov i matematik – vad gör testandet med eleverna?
Available from: 2015-09-25 Created: 2015-09-21 Last updated: 2015-09-24Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-7182-5649

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