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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
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). 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
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
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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.

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
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, p. 55-75Article 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, p. 27-36Conference 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. & Nyroos, M. (2014). Performance, anxiety and the mathematical self image. In: Anne Berit Fuglestad (Ed.), Special Needs Education in Mathematics: New Trends, Problems and Possibilities. Paper presented at Special Needs Education in Mathematics, New Trends, Problems and Possibilities (pp. 86-91). Paper presented at Special Needs Education in Mathematics, New Trends, Problems and Possibilities. Kristiansand: Portal forlag
Open this publication in new window or tab >>Performance, anxiety and the mathematical self image
2014 (English)In: Special Needs Education in Mathematics: New Trends, Problems and Possibilities / [ed] Anne Berit Fuglestad, Kristiansand: Portal forlag, 2014, p. 86-91Chapter in book (Refereed)
Abstract [en]

In present pilot study the relation between mathematical performance, test anxiety and mathematical self image is being examined in two Swedish grade 3 pupils. A difference between the high achieving and the low achieving pupils is possible to discern. A negative or uncertain mathematical self image seems to be connected to test anxiety, but not to performance when we look at these two young pupils. The experience of taking the test is affecting the high and low achiever differently. There are indications that the context and the kind of information given about the tests and the pupil's abilities affect both the level of test anxiety and the pupil’s evolving mathematical self image. Educational implications are being discussed.

Place, publisher, year, edition, pages
Kristiansand: Portal forlag, 2014
Keyword
CTAS, Mathematical achievement, Cognition, Primary education
National Category
Pedagogical Work
Identifiers
urn:nbn:se:umu:diva-58695 (URN)978-82-92712-98-6 (ISBN)
Conference
Special Needs Education in Mathematics, New Trends, Problems and Possibilities
Note

The book will be available to buy from 01.02.2014.

Available from: 2012-09-05 Created: 2012-09-05 Last updated: 2014-10-30Bibliographically approved
Silfver, E., Sjöberg, G. & Bagger, A. (2013). Changing Our Methods and Disrupting the Power Dynamics: National Tests in Third-Grade Classrooms. International Journal of Qualitative Methods, 12, 39-51
Open this publication in new window or tab >>Changing Our Methods and Disrupting the Power Dynamics: National Tests in Third-Grade Classrooms
2013 (English)In: International Journal of Qualitative Methods, ISSN 1609-4069, E-ISSN 1609-4069, Vol. 12, p. 39-51Article in journal (Refereed) Published
Abstract [en]

This paper reports on a research project relating to the newly implemented mandatory Swedish national mathematics tests for third-grade students (aged nine and ten). The project’s main research concerns the students’ ideas about and reactions towards these tests and how the specific test situation affects their perception of their own mathematical proficiency. Drawing on theories which suggest that identities are more fluid than static, we want to understand how students with special needs are ‘created’. The specific aim of this paper is to discuss how our research methods have been refined during the various phases of data collection and the resulting implications. It discusses issues surrounding child research and how methods involving video recording and video stimulated recall dialogue (VSRD) can contribute to research on children’s experiences. Particular attention is given to methodological and ethical issues; how to disrupt power relations, for example. In this paper we argue that the context of the test situation not only impacted upon the students but also affected how we changed, developed and adapted our approaches as the project evolved.

Place, publisher, year, edition, pages
University of Alberta, Int. Inst. of Qualitative Methodology, Edmonton Clinic in Health Academy, Edmonton, Canada, 2013
Keyword
Child research, classroom research, power relations, test situations, video recording, video stimulated recall dialogues
National Category
Social Sciences
Research subject
didactics of mathematics
Identifiers
urn:nbn:se:umu:diva-61483 (URN)000326863800003 ()
Projects
Vad gör tyestandet med eleverna? En studie kring nationella prov i matematik
Funder
Swedish Research Council, 2008-31116-60932-55
Available from: 2012-11-15 Created: 2012-11-15 Last updated: 2017-12-07Bibliographically approved
Nyroos, M., Bagger, A., Silfver, E. & Sjöberg, G. (2012). Exploring the presence of test anxiety and its relation to mathematical achievement in a sample of grade 3. Paper presented at MADIF 8, the eight Mathematics Research Seminar, Umeå,. Skrifter från Svensk matematikdidaktisk forskning, MADIF, 151-160
Open this publication in new window or tab >>Exploring the presence of test anxiety and its relation to mathematical achievement in a sample of grade 3
2012 (English)In: Skrifter från Svensk matematikdidaktisk forskning, MADIF, ISSN 1651-3274, p. 151-160Article in journal (Refereed) Published
Abstract [en]

The present study aims at exploring if a sample of Swedish grade 3 pupils reported any test anxiety and whether there were any relations to performance in different mathematical areas. Overall, test anxiety explained 20% of the variance for the total mathematical score, with the subscale “thoughts” as the significant predictor. The model of test anxiety also explained Number understanding, Mass and Time, Patterns, and Mathematical problems; however Mental arithmetic and Written arithmetic algorithms were not significantly explained by the model. Test anxiety seems not to be a major problem in this sample; still, significant negative correlations were found, which likely might influence the pupils in some aspects.

Place, publisher, year, edition, pages
linköping: Svensk förening för matematikdidaktisk forskning, 2012
National Category
Other Mathematics
Research subject
didactics of mathematics
Identifiers
urn:nbn:se:umu:diva-52261 (URN)
Conference
MADIF 8, the eight Mathematics Research Seminar, Umeå,
Available from: 2012-02-14 Created: 2012-02-14 Last updated: 2014-10-30Bibliographically approved
Nyroos, M., Korhonen, J., Peng, A., Linnanmäki, K., Svens-Liavåg, C., Bagger, A. & Sjöberg, G. A cross-cultural analysis of test anxiety among Chinese, Finnish and Swedish pupils.
Open this publication in new window or tab >>A cross-cultural analysis of test anxiety among Chinese, Finnish and Swedish pupils
Show others...
(English)Manuscript (preprint) (Other academic)
National Category
Applied Psychology
Identifiers
urn:nbn:se:umu:diva-89401 (URN)
Available from: 2014-05-28 Created: 2014-05-28 Last updated: 2015-09-18Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-7182-5649

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