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, Vol. 12, 39-51 p.Article in journal (Refereed) Published
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. Vol. 12, 39-51 p.
Child research, classroom research, power relations, test situations, video recording, video stimulated recall dialogues
Research subject didactics of mathematics
IdentifiersURN: urn:nbn:se:umu:diva-61483ISI: 000326863800003OAI: oai:DiVA.org:umu-61483DiVA: diva2:568062
ProjectsVad gör tyestandet med eleverna? En studie kring nationella prov i matematik
FunderSwedish Research Council, 2008-31116-60932-55