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Changing Our Methods and Disrupting the Power Dynamics: National Tests in Third-Grade Classrooms
Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik. Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Umeå forskningscentrum för matematikdidaktik (UFM).
Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Umeå forskningscentrum för matematikdidaktik (UFM). Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik. Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Umeå forskningscentrum för matematikdidaktik (UFM). (Umeå Forskningscentrum för matematikdidaktik (UFM))ORCID-id: 0000-0001-7182-5649
2013 (Engelska)Ingår i: International Journal of Qualitative Methods, ISSN 1609-4069, E-ISSN 1609-4069, Vol. 12, s. 39-51Artikel i tidskrift (Refereegranskat) 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.

Ort, förlag, år, upplaga, sidor
University of Alberta, Int. Inst. of Qualitative Methodology, Edmonton Clinic in Health Academy, Edmonton, Canada , 2013. Vol. 12, s. 39-51
Nyckelord [en]
Child research, classroom research, power relations, test situations, video recording, video stimulated recall dialogues
Nationell ämneskategori
Samhällsvetenskap
Forskningsämne
matematikdidaktik
Identifikatorer
URN: urn:nbn:se:umu:diva-61483ISI: 000326863800003OAI: oai:DiVA.org:umu-61483DiVA, id: diva2:568062
Projekt
Vad gör tyestandet med eleverna? En studie kring nationella prov i matematik
Forskningsfinansiär
Vetenskapsrådet, 2008-31116-60932-55Tillgänglig från: 2012-11-15 Skapad: 2012-11-15 Senast uppdaterad: 2018-06-08Bibliografiskt granskad
Ingår i avhandling
1. Prövningen av en skola för alla: nationella provet i matematik i det tredje skolåret
Öppna denna publikation i ny flik eller fönster >>Prövningen av en skola för alla: nationella provet i matematik i det tredje skolåret
2015 (Svenska)Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
Alternativ titel[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.

Ort, förlag, år, upplaga, sidor
Umeå: Umeå Universitet, 2015. s. 114
Serie
Doktorsavhandlingar i pedagogiskt arbete, ISSN 1650-8858 ; 63
Nyckelord
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
Nationell ämneskategori
Samhällsvetenskap
Forskningsämne
pedagogiskt arbete
Identifikatorer
urn:nbn:se:umu:diva-109174 (URN)9789176013144 (ISBN)
Disputation
2015-10-16, Naturvetarhuset, N320, Umeå, 10:00 (Svenska)
Opponent
Handledare
Projekt
Nationella prov i matematik – vad gör testandet med eleverna?
Tillgänglig från: 2015-09-25 Skapad: 2015-09-21 Senast uppdaterad: 2018-06-07Bibliografiskt granskad

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Silfver, EvaSjöberg, GunnarBagger, Anette

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Institutionen för naturvetenskapernas och matematikens didaktikUmeå forskningscentrum för matematikdidaktik (UFM)
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International Journal of Qualitative Methods
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