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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
Open this publication in new window or tab >>The governing of three researchers' technologies of the self
2018 (English)In: The Montana Mathematics Enthusiast, ISSN 1551-3440, E-ISSN 1551-3440, Vol. 15, no 1-2, p. 278-302Article in journal (Refereed) 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”. 

Place, publisher, year, edition, pages
Montana Council of Teachers of Mathematics, 2018
Keywords
Governmentality, Technologies of power, Technologies of the self, Mathematics for all, Socio-political, Subjectification, Subjectivation, Researchers
National Category
Didactics
Research subject
didactics of mathematics
Identifiers
urn:nbn:se:umu:diva-143770 (URN)000423964700017 ()
Available from: 2018-01-09 Created: 2018-01-09 Last updated: 2018-06-09Bibliographically approved
Bagger, A. (2017). Den flerspråkiga elevens nationella provdeltagande i matematik: diskursiva förutsättningar. Utbildning och Demokrati, 26(2), 95-111
Open this publication in new window or tab >>Den flerspråkiga elevens nationella provdeltagande i matematik: diskursiva förutsättningar
2017 (Swedish)In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 26, no 2, p. 95-111Article in journal (Refereed) 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.

Place, publisher, year, edition, pages
Örebro: Örebo Universitet, 2017
Keywords
discourse, second language learners, assessment, flerspråkighet, diskurs, bedömning, matematik, nationella prov
National Category
Pedagogical Work Didactics
Research subject
educational work; didactics of mathematics
Identifiers
urn:nbn:se:umu:diva-141846 (URN)
Available from: 2017-11-13 Created: 2017-11-13 Last updated: 2018-06-09Bibliographically approved
Bagger, A. (2017). It is only a test:  social aspectsof displaying knowledge in mathematics for second language learners . In: Dooley, T., & Gueudet, G. (Ed.), Proceedings of the Tenth Congress of the EuropeanSociety for Research in Mathematics Education (CERME10, February 1-5, 2017). Dublin, Ireland:DCU Institute of Education and ERME.: . Paper presented at Congress of the European Society for Research in Mathematics Education (CERME) (pp. 1433-1440).
Open this publication in new window or tab >>It is only a test:  social aspectsof displaying knowledge in mathematics for second language learners
2017 (English)In: Proceedings of the Tenth Congress of the EuropeanSociety for Research in Mathematics Education (CERME10, February 1-5, 2017). Dublin, Ireland:DCU Institute of Education and ERME. / [ed] Dooley, T., & Gueudet, G., 2017, p. 1433-1440Conference paper, Published paper (Refereed)
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.

Keywords
Second language learner, assessment in mathematics, opportunity to display knowledge.
National Category
Social Sciences
Research subject
didactics of mathematics
Identifiers
urn:nbn:se:umu:diva-144236 (URN)
Conference
Congress of the European Society for Research in Mathematics Education (CERME)
Available from: 2018-01-28 Created: 2018-01-28 Last updated: 2018-06-09
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
Open this publication in new window or tab >>Quality and equity in the era of national testing: the case of Sweden
2017 (English)In: World yearbook of education 2017: assessment inequalities / [ed] Julie Allan, Alfredo J. Artiles, Oxon: Routledge, 2017, p. 68-88Chapter in book (Refereed)
Place, publisher, year, edition, pages
Oxon: Routledge, 2017
Series
World Yearbook of Education Series
Keywords
national assessement, equity, quality, third grade, mathematics
National Category
Pedagogy Didactics
Research subject
didactics of mathematics; Education
Identifiers
urn:nbn:se:umu:diva-128242 (URN)978-1-138-69922-9 (ISBN)978-1-315-51737-7 (ISBN)
Available from: 2017-02-09 Created: 2017-02-09 Last updated: 2018-06-09Bibliographically approved
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
Open this publication in new window or tab >>The discourse regarding the multilingual student in need of support in test- instructions
2017 (English)In: ICT in mathematics education: the future and the realities, Göteborg: Nationellt centrum för matematikutbildning (NCM), 2017, Vol. 11, p. 151-Conference paper, Oral presentation with published abstract (Refereed)
Place, publisher, year, edition, pages
Göteborg: Nationellt centrum för matematikutbildning (NCM), 2017
Keywords
student in need of support; test instructions; multilingual
National Category
Social Sciences
Research subject
didactics of mathematics
Identifiers
urn:nbn:se:umu:diva-138006 (URN)978-91-984024-0-7 (ISBN)
Conference
Proceedings of MADIF10. The tenth research seminar of the Swedish Society for Research in Mathematics Education. Karlstad, January 26-28, 2016.
Available from: 2017-08-01 Created: 2017-08-01 Last updated: 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
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, p. 237-252Article 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
Keywords
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: 2018-06-07Bibliographically 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, p. 47-69Article in journal (Refereed) Published
Keywords
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: 2018-06-07Bibliographically 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, p. 123-139Article 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
Keywords
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: 2018-06-07Bibliographically 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, p. 37-48Article 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.

Keywords
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: 2018-06-07Bibliographically 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, p. 4-6Article in journal (Other (popular science, discussion, etc.)) Published
Place, publisher, year, edition, pages
Svenska förbundet för specialpedagogik, 2015
Keywords
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: 2018-06-07
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-7182-5649

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