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  • 1.
    Andersen, Katja N.
    et al.
    University of Luxembourg, Luxembourg; Örebro University, Örebro, Sweden.
    Bagger, Anette
    University of Luxembourg, Luxembourg; Örebro University, Örebro, Sweden.
    Language policies in STEM subjects: triggering inclusion, exclusion, or abjection?2023In: Discourse and Communication for Sustainable Education, E-ISSN 2255-7547, Vol. 14, no 1, p. 85-98Article in journal (Refereed)
    Abstract [en]

    The combination of language policies, the global testing industry, and the role of STEMsubjects in school systems have been shown to undermine the inclusion of all pupils,especially with regard to language backgrounds. This lack of inclusion shows signs ofdeveloping into a point of systematic exclusion for those students. In this article we willconsider the language policies in two national contexts, the Swedish and the Luxem-bourgish ones, and specifically examine issues of in(ex)clusion in relation to multi-lingualism in STEM teaching. This study analyzes policy documents on (1) inclusion,(2)language use, and (3) STEM teaching at school in the two national contexts, using amethodology that builds on Popkewitzís (2013; 2014) approach to politics of schooling.Our results show, first, that different policies on language and multilingualism becomevisible in policy documents for primary school teaching in Sweden and Luxembourg.Secondly, this article discusses what impacts these policies may have on matters of inclu-sion, exclusion, or abjection in STEM teaching contexts at primary schools.

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  • 2.
    Andersson, Anna-Lena
    et al.
    Örebro University, Örebro, Sweden.
    Lillvist, Anne
    Örebro University, Örebro, Sweden.
    Bagger, Anette
    Örebro University, Örebro, Sweden.
    The stealth policy of inclusion of students with intellectual disability2022In: Education and involvement in precarious times: Abstract book, NERA conference 2022 / [ed] Mikael Dal, University of Iceland , 2022, p. 1039-1039Conference paper (Refereed)
    Abstract [en]

    The Swedish school system is currently undergoing a change, one in which issues of inclusion for students with ID are at stake. Policy documents mirror ideas, beliefs and value systems that are expressed in the society. In order to better understand the processes of in(ex)clusion of students with ID there is a need to analyze policy. In this study we have analyzed 61 parliamentary texts, such as propositions, decisions and investigations from 2011- 2021 considering compulsory school for students with intellectual disabilities, CSSID (Grundsärskola). Specifically, the analysis focused on how inclusion and students with intellectual disability were fabricated by contemporary policy discourses. Findings indicated that inclusion was fabricated as equal rights to schooling, as the right to be assessed and accountability and as being closer to the norm. Furthermore, the results show a strive for alignment of the structure of schools for children without ID and children with ID to synchronize the work between the school forms, and that much emphasis is put on students’ equal participation in the assessment of knowledge. This seems to mean “sameness” regarding hours, and systems in place for assessment. From this our conclusion is that inclusion is above all to be an active neoliberal subject and the most important thing is then that the organizational structures are in alignment. Hence/ this is example on what Allan (2015) calls the Stealth bureaucracy in Sally Tomlinsson’s irresistible rise of the SEN industry. 

    Allan, J. (2015).  Stealth bureaucracy in Sally Tomlinsson’s irresistible rise of the SEN industry. In (Eds.), Chris Forlin, Phyllis Jones & Scott Danforth, Foundations of inclusive education research, International perspectives on inclusive education vol 6, p37-52. Bingley: Emerald Group Publishing Limited. 

    The Open Parliament Laboratory (2021). Örebro universitets analystjänst för riksdagsdata. www.riksdagsdata.oru.se

     

       

  • 3.
    Bagger, Anette
    Örebro University, Örebro, Sweden.
    Access to displaying knowledge during assessment: a matter of sustainability2021In: NORSMA10 Symposium 4: Equal access for all learners to quality mathematics education, 2021Conference paper (Refereed)
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  • 4.
    Bagger, Anette
    Örebro University, Örebro, Sweden.
    [Book review] Care in mathematics education: alternative educational spaces and practices2022In: Research in Mathematics Education, ISSN 1479-4802, E-ISSN 1754-0178Article, book review (Refereed)
  • 5.
    Bagger, Anette
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC).
    De nationella proven som en arena för likvärdighetsfrågor2015In: Specialpedagogisk tidskrift, ISSN 2000-429X, no 3, p. 4-6Article in journal (Other (popular science, discussion, etc.))
  • 6.
    Bagger, Anette
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC).
    Den flerspråkiga elevens nationella provdeltagande i matematik: diskursiva förutsättningar2017In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 26, no 2, p. 95-111Article in journal (Refereed)
    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.

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  • 7.
    Bagger, Anette
    Örebro universitet, Örebro, Sverige.
    Discourses on inclusion of students with intellectual disabilities in policy2022In: Educação, cultura e inclusão: contextos internacionais e locais / [ed] K. N. Andersen; V. Silva de Moraes Novais; B. T. Ferreira da Silva, Brazil: Editora Appris Ltda. , 2022, 1, p. 27-45Chapter in book (Refereed)
  • 8.
    Bagger, Anette
    Örebro University, Örebro, Sweden.
    Evaluation of Swedish educational material2021In: ECER 2021: Session information, 2021Conference paper (Refereed)
    Abstract [en]

    Swedisch schools emphasize that school is for all and inclusive, although the concept of inclusion is not mentioned in the curricula or school act (SFS, 210:800). The right to adaptions and accessibility for students with disabilities has been re-enforced in the Discrimination act since 2009, as accessibility is stated as a legal right for students with disabilities (SFS, 2008:567). Also, the UNs convention of the rights of the child is law in Sweden. In order to develop knowledge about what inclusive materials is, a conference was arranged on the topic of inclusion in cooperation with Örebro University. Various teachers and scientists attended and responded to a survey on inclusive materials. The results mirror what is stipulated in the governing documents and how inclusion is displayed at the participating school, Domsjöskolan. Findings indicate that if a material will be inclusive or not, depends on the teacher’s knowledge about it, their relation to the student at hand, and the learning environment, methods, approaches, the use of compensatory tools, issues of access, and the use of technology. The criteria for evaluating materials, that was developed in Germany, has been further adjusted in cooperation with the participating school in order to incorporate aspects to help reflect on the accessibility of the learning environment and subject specific concepts and elements in mathematics. An inventory of materials used and investigation regarding what inclusion might mean and how it is organized has also been initiated on the participating school and municipality. In addition, an overview of inclusionary materials in mathematics is under production.

    Reference:

    SFS (2010:800). Skollag. [Education Act]. Department of Education, Sweden. SFS (2008:567). Diskrimineringslag [Discrimination act]. Ministry of Culture.

      

  • 9.
    Bagger, Anette
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Inkluderande undervisningsmaterial: rapport från ett EU-projekt2021In: Inkludering i etikens motljus 2021: Sessioner, 2021Conference paper (Other (popular science, discussion, etc.))
    Abstract [sv]

    I denna föreläsning delger vi resultaten och utkomsterna av ett EU-projekt som undersökt och utvecklat inkluderande undervisningsmaterial. Vi kommer att berätta omen workshop som genomförts i tre steg med lärare på Domsjöskolan och de kriteriersom utvecklats för att kunna utvärdera om och hur ett läromedel verkar inkluderande. Vi har också arbetat på en barnversion av dessa kriterier som vi kommer att visa på. Syftet med föreläsningen är att diskutera och belysa vad som krävs då material används i undervisningen och vad som gör att de verkar inkluderande eller inte. 

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  • 10.
    Bagger, Anette
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    It is only a test: social aspects of displaying knowledge in mathematics for second language learners2017In: CERME 10: Proceedings of the tenth congress of the European Society for Research in Mathematics Education / [ed] Dooley, T., & Gueudet, G., European Society for Research in Mathematics Education, 2017, p. 1433-1440Conference 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.

  • 11.
    Bagger, Anette
    Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC). Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Möjligheter till stöd och tillgång till lärande i matematik2015Other (Other (popular science, discussion, etc.))
  • 12.
    Bagger, Anette
    School of Humanities, Education and Social Sciences, Örebro University, Örebro, Sweden.
    Opportunities to display knowledge during national assessment in mathematics: a matter of access and participation2022In: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591X, Vol. 37, no 1, p. 104-117Article in journal (Refereed)
    Abstract [en]

    Students with special educational needs (SEN) are systematically hindered in their participation in test-taking and, as a result, are also excluded from participating in high-quality learning. Hence, participation in the assessment situation is connected to power relations and future prospects and possibilities to participate in society. This article explores aspects of participation in a standardised and national assessment in Sweden by scrutinising a moment of mandatory national testing in mathematics with students in need of special education. The conclusions are that layers of access and levels of participation are established as the result of complex movements between communication, support, relations and the mathematics involved.

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  • 13.
    Bagger, Anette
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Participation as both a discursive/positional and narrative/lived issue of shifting frontiers2021In: NORSMA10 Symposium 3: Equal access for all learners to quality mathematics education, 2021Conference paper (Refereed)
    Abstract [en]

    Assessment in mathematics is about being able to participate at a high degree. Although participation is a concept well-used in research in mathematics education, alongside with theories about acquisition (e.g., Sfard, 1998). These tend to focus on slightly different aspects of participation. However, what needs to be explored when actually all student’s opportunities to display knowledge is put forth tends to be neglected. When one turns the analytical focus towards critical disability studies, the valuing of mathematical content seems to be lacking (Authors, 2018; Authors, 2019). What does this imply?

    This proposal explores the current frontiers of assessment through a model that privileges heritage in disability studies (Jansson, 2006; 2010). The model centres on prerequisites that stem from the interplay between the individual and the environment. These two generate the core elements for displaying and exploring levels of participation in the moment of assessment and for understanding the extent to which opportunity to display mathematical content is indeed enacted. The model has the potential to lead to the identification of borders between levels of participation and how the interplay between individual and environment affects the opportunities to display mathematical knowledge. Furthermore, it allows for identifying and exploring connections between or transgressions of boarders.  In other words, what kind of adaptions or support that is needed.

    The model has been used to analyse a moment of national assessment in mathematics and in which a student worked with a special education teacher. During this, the movement between levels in the model revealed an interplay between levels of participation and the mathematical content. In order for this to happen, the relation between teachers and the special education teacher and student, was crucial. Adaptions and decisions were made instantly and ongoing by the special education teacher. Likewise, by looking at movements between levels of participation one realizes that the dynamicity of participation springs from an interdependence between caring and educating (both pedagogical and curricular) practices. I argue that in expanding or challenging today’s frontiers of participation, there is a need to explore the interplay between lived personal experiences and the discourses on learning, knowledge, assessment and mathematics in society. Questions regarding how research can contribute to this dynamic interrogation and enactment will be discussed.

    References

    Jansson, U. (2005). Vad är delaktighet, en diskussion av olika innebörder [What is participation, a discussion of different meanings]. Department of Education: Stockholm University.

    Jansson, U. (2010). Delaktighetens villkor [The Terms of Participation. Report of ongoing research project]. Department of Education: Stockholm University.

    Sfard, A. (1998). On two metaphors for learning and the dangers of choosing just one. Educational Researcher 27(2): 4–13.

    Tan, P., R. Lambert, A. Padilla and R. Wieman. 2018. A disability studies in mathematics education review of intellectual disabilities: Directions for future inquiry and practice. The Journal of Mathematical Behavior, 54.

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  • 14.
    Bagger, Anette
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC).
    Pressure at stake: Swedish third graders' talk about national tests in mathematics2016In: Nordisk matematikkdidaktikk, ISSN 1104-2176, Vol. 21, no 1, p. 47-69Article in journal (Refereed)
  • 15.
    Bagger, Anette
    Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC). Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Pressures and positions of need during the Swedish third-grade National Test in Mathematics2015In: Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education / [ed] Konrad Krainer, Naďa Vondrová, Prague: Charles University , 2015, p. 1558-1563Conference 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.

  • 16.
    Bagger, Anette
    Institutionen för humaniora, utbildnings- och samhällsvetenskap, Örebro universitet, Örebro, Sverige.
    Provgivande med flerspråkiga provdeltagare: Styrningen av nationella prov i matematik2022In: Matematikundervisningens sociopolitiska utmaningar / [ed] Paola Valero; Lisa Björklund Boistrup; Iben Maj Christiansen; Eva Norén, Stockholm: Stockholm University Press , 2022, p. 101-128Chapter in book (Refereed)
    Abstract [sv]

    Instruktionerna om genomförandet av det nationella provet i matematik innehåller bland annat beskrivningar av hur genomförandet bör gå till, anpassningar göras och elever bemötas. Här ingår elever med annat modersmål än svenska. Instruktionerna förstås i detta kapitel som ett av många styrande dokument vad gäller lärares roll som provgivare. De förstås vidare som en följd av vad som är historiskt, socialt, samhälleligt, politiskt och kulturellt möjligt eller eftersträvansvärt i en nationell provsituation. Mer precist har detta kapitel utforskat framskrivningen av eleven med annat modersmål än svenska under en femårsperiod och för skolår tre, sex och nio. Resultatet har satts i relation till förändringar i svensk skola under samma period. Eleven framträder som en missgynnad provdeltagare framför allt beroende på brister i bedömningsspråket, vilket medför att den riskerar att stå utanför kunskapsbedömningen. Hur detta kommer till uttryck förändrades över femårsperioden och skillnader finns mellan årskurserna.

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  • 17.
    Bagger, Anette
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC).
    Prövningen av en skola för alla: nationella provet i matematik i det tredje skolåret2015Doctoral thesis, comprehensive summary (Other academic)
    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.

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    Prövningen av en skola för alla. Nationella provet i matematik i det tredje skolåret.
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    spikblad
  • 18.
    Bagger, Anette
    Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC). Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Quality and equity in the era of national testing: the case of Sweden2017In: World yearbook of education 2017: assessment inequalities / [ed] Julie Allan; Alfredo J. Artiles, Oxon: Routledge, 2017, p. 68-88Chapter in book (Refereed)
    Abstract [en]

    This chapter considers quality and equity in mathematics education and addresses how discursive circumstances on national tests position students, particularly those in need of special support, at both the individual and group levels. It discusses that the processes and systemic patterns prompting inequalities need to be evaluated at the local, national, and international levels. National tests in mathematics in students' third grade in school were reinstated in Spring 2010, and to date, third graders have taken national tests for seven years, something that might change given suggestions in a social democratic governmental investigation on national education assessment. In short, it is suggested that tests in third grade be eliminated, since the several purposes of national tests have been deemed incompatible. Throughout national testing in mathematics in the third grade, a secondary purpose was cited as an important argument for tests and connected to the decreased levels of knowledge on the subject: to identify pupils in need of early support.

  • 19.
    Bagger, Anette
    Örebro University, Örebro, Sweden.
    Reflections on international education research on global issues of local specifications2022Conference paper (Other academic)
    Abstract [en]

    Looking back at the ITM project regarding the advancement of inclusion by evaluating and developing inclusion-oriented learning material, this talk aims at reflecting on the main takeaways from the project, its findings but also experiences in a transnational team regarding the future of educational research in a changing world (Andersen et al. 2022). Additionally, the learnings of a project were and are taking place in the wake of the COVID-19 pandemic. Dealing with inclusion-oriented learning material in these times decisively highlights their importance for learning settings on varying levels. Hence, the project faced an ongoing transformation and acceleration within the demands on inclusivity. The methods, instruments and especially modes of international research applied and developed in the project will be queried about its significance for harmonizing the centrifugal forces of interdependency and individuality in the scope of educational research (Vogt et al. 2021). Therefore, the talk gives a brief overview over the Swedish landscape of inclusion and digital solutions for educational settings. As the analysis of governing documents and the display of inclusion at a Swedish school indicate, the inclusivity of materials as well as the integration of digital learning elements strongly depends on teacher’s knowledge about it, their relation to the student at hand, and the learning environment, methods, approaches, the use of compensatory tools, issues of access, and the use of technology – a wide range of particularities interwoven with the local conditions. Based on this elaboration of local particularities, the question is asked what significance the international exchange and the comparison of different understandings of inclusion actually has for the promotion of inclusion in the individual partner countries and amongst them especially in Sweden. Additionally, an outlook on further research of inclusion – especially within the digital condition – will be provided which potentially opens up new perspectives for researchers as well as for practitioners all around the globe.

    References:

    Andersen, K. N.; Vogt, M.; Bagger, A.; Macchia, V. & Bierschwale, C. (2022). Perspective luxembourgeoise: Conclusions sur le caractère

    inclusif des supports pédagogiques. In Forum für Politik, Gesellschaft und Kultur in Luxemburg (2022), 423, 12-15.

    Bierschwale, C., Vogt, M., Andersen, K. N., Bagger, A. & Macchia, V. (2020). Qualitätskriterien von inklusiven Bildungsmedien im Fach Mathematik – Theoretische und empirische Rahmenbedingungen. k:ON – Kölner Online Journal für Lehrer*innenbildung, 2020(2), 1-25.

    SFS (2010:800). Skollag. [Education Act]. Department of Education, Sweden. SFS (2008:567). Diskrimineringslag [Discrimination act]. Ministry of Culture.

    Vogt, M., Andersen, K. N., Bagger, A., Macchia, V. & Bierschwale, C. (2021). Inklusionssensible Bildungsmaterialien als „Must have“. Hilfen bei der Bewertung von Vorhandenem und eigenen Erstellung von Neuem. Grundschule aktuell. Zeitschrift des Grundschulverbandes, 2021(155), 18-21.

  • 20.
    Bagger, Anette
    Örebro universitet, Örebro, Sverige.
    Specialpedagogisk kunskapsbedömning2021In: Hållbar bedömning: Bildning, välbefinnande och utveckling i skolans bedömningsarbete / [ed] Åsa Hirsh; Christian Lundahl, Stockholm: Natur och kultur, 2021, p. 250-268Chapter in book (Other (popular science, discussion, etc.))
  • 21.
    Bagger, Anette
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC).
    Student Equity vs Test Equality?: support during third graders' national tests in mathematics in Sweden2016In: 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)
    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.

  • 22.
    Bagger, Anette
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC).
    The discourse regarding the multilingual student in need of support in test- instructions2017In: ICT in mathematics education: the future and the realities: Proceedings of MADIF 10The tenth research seminar of the Swedish Society for Research in Mathematics Education, Karlstad, January 26–27, 2016 / [ed] Johan Häggström, Eva Norén, Jorryt van Bommel, Judy Sayers, Ola Helenius, Yvonne Liljekvist, Göteborg: Nationellt centrum för matematikutbildning (NCM), 2017, p. 151-151Conference paper (Other academic)
    Abstract [en]

    This paper discusses parts of the discourse on multilingual pupils in need of support in the national test in mathematics in the third grade. A content analysis was done on the test-instructions from the years 2010–2014. A shift in thediscourse was seen, from being about students in need to being about students with disabilities. The results show that instructions have moved from a relational towards a more categorical perspective on the student. One implication following this is that teachers receive less guidance in their mission to help pupils who need language support.

  • 23.
    Bagger, Anette
    Örebro universitet, Örebro, Sverige.
    Tillgänglighet till att visa kunskap under bedömning: En fråga om hållbarhet och delaktighet2022In: Abstractbook för Nationell konferens om särskilda utbildningsbehov i matematik: Att kunskapa om särskilda utbildningsbehov i matematik, Växjö: Linnéuniversitetet , 2022Conference paper (Other academic)
    Abstract [sv]

    Denna föreläsning syftar till att diskutera vad hållbar bedömning i matematik är ur ett specialpedagogiskt perspektiv. Med hållbar bedömning utgår jag från Boud (2000) och hänvisar till bedömning som ger eleven möjlighet att både komma åt testsituationen och visualisera sin kunskap, men som också sträcker sig bortom den omedelbara bedömningssituationen. Detta kan till exempel innebära att situationen hjälper eleven att lära sig teststrategier som är hållbara nu och i framtida bedömningssituationer, och att eleven är bekväm med att bli bedömd.

    Dagens utbildning är starkt driven av bedömning i olika former och med en stark betoning på och förståelsen av kunskap som något som behöver synas för att räknas (Bagger, Roos & Engvall, 2020). För vissa elever är det en kamp att visa kunskap. En angelägen uppgift för lärare är därför att stödja eleverna att göra sina kunskaper synliga. Tillgänglighet i bedömningssituationer, påverkar tillgängligheten till progression och en positiv utveckling och identitet som elev i matematik. Detta skrivs fram som ett tydligt uppdrag både i barnkonventionen och skolans styrdokument om att följa, främja samt ge stimulans och särskilt stöd. En utmaning för lärare och forskare är samtidigt att ge alla elever möjlighet att visa sina kunskaper på ett rättvist sätt. Detta uppdrag kopplas i föreläsningen till hållbarhet i en ”bedömningssituation för alla”, delaktighet och tillgänglighet.

    Jag kommer att illustrera detta med exempel från när en speciallärare ger en elev stöd att genomföra nationella prov, samt visa på grundsärskolans arbete med bedömning. För att ytterligare belysa vad som sker i dessa situationer kommer jag att visa på vilka aspekter av delaktighet som äger rum (Jansson, och som kan stödja eleven och även pedagogerna framgent i utvecklingen av undervisningen, det fortsatta lärandet och matematikutvecklingen.

    Referenser

    Bagger, A., Roos, H. & Engvall, M. Directions of intentionalities in special needs education in mathematics. Educ Stud Math (2020). https://doi.org/10.1007/s10649-020-09945-4

    Boud, D. 2000. Sustainable Assessment: Rethinking Assessment for the Learning Society. Studies in Continuing Education22 (2): 151–167. https://doi.org/10.1080/713695728

    Jansson, U. 2005. Vad är delaktighet, en diskussion av olika innebörder [What is participation, a discussion of different meanings]. Department of Education: Stockholms University.

    Jansson, U. 2010. Delaktighetens villkor [The Terms of Participation. Report of ongoing research project]. Department of Education: Stockholm University.   

  • 24.
    Bagger, Anette
    et al.
    Örebro University, Örebro, Sweden.
    Bergström, Peter
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    The Liminal Space Between National Tests and ICT for Teaching and Learning: (Dis)Harmony of Teacher Roles2019In: ECER 2019 - European Conference on Educational Research, Hamburg, Germany, 3-6 September, 2019: Education in an Era of Risk: the Role of Educational Research for the Future, 2019Conference paper (Refereed)
    Abstract [en]

    During the last decades, a neo-liberal governing of public education has emerged and been enhanced throughout the school- systems in nations (Au, 2016). Following from this, the vehicle of development in the nordic education systems are anchored in a corporate-logic in which economic competition and technological change have taken central places (Antikainen, 2006). An orientation towards goal-management and a marketisation of the school has been displayed in reforms especially from the 1990s and forward, encompassing choice, efficiency and accountability (Rönnberg, 2011).

    Two examples of this is the very predominant practices of the increased use of ICT in teaching and learning and also, increased emphasis on national assessment (Verger, Lubienski & Steiner-Kamsi, 2017). Both of these practices are in the core of making education more efficient and holding higher quality, which is ultimately the teachers responsibility and something that the schools is held accountable for. Enhancement of knowledge and quality is assumed to be an engine for progress and are at the same time means for the state to govern a system that is imprinted by globalisation, decentrantralisation, privatization and local self-governing (Carlbaum, Hult, Lindgren, Novak, Rönnberg, Segerholm, 2014). Data-use in education have then become important tools for producing evidence, as quality indicators and for the settings of goals (Prøitz, Mausethagen & Skedsmo, 2017), which is seen both in the collection of results from the tests and in the use of ICT in the classroom.

    This contribution explores two of the most prominent reforms made in the Swedish school system the last decade, and that have connections to the above depicted global and neo-liberal logic of governing education. 1: Increased emphasis on the use of ICT in teaching and learning and 2: Increased and earlier national assessment and grading. The Swedish context in particular provides a large number of ICT initiatives, so called one-to-one computing, with both laptops and tablets for each student reported in almost all of the 290 Swedish municipalities (Becker & Taawo, 2018). In addition, national testing has been advanced and is now administered to preschool class, third grade, sixth grade and ninth grade in compulsory school.

    They are both very dominant as institutionalised practices in the Swedish school and we state that they carries with them disparate routines, rules and roles for how to be a teacher. At the same time, the nordic school model is characterized by “providing schooling of high and equal quality, regardless of children’s and young people’s resources, origin and location“ (Lundahl, 2016, p. 3). These elements of equity and quality is also a point of departure and argument for implementing changes in school policy. Although equity is not very well demarcated, and heavily weighted with the neo-liberal logic and in addition, depicted as something the schools and teachers are held accountable for (Bagger, Norén, Boistrup & Lundahl, 2019). Therefore, the teachers role become in the core of these changes and how their space of action within the dominant practices of national testing and use of ICT in teaching and learning, important to explore further.

    The purpose of this article is to contribute with knowledge on the teacher role in the practice of using ICT in education and the practice of giving national tests. Three research questions have guided the investigation: RQ1: What does the teachers role include in the practice of giving tests appear. RQ2: What does the teachers’ role include in the practice of using ICT in teaching and learning? RQ3: What differences and similarities are there in the two settings regarding demands, expectations, norms and routines - what “is” it to be a teacher and go between these contexts.

    Methodology, Methods, Research Instruments or Sources Used: Van Leeuwens (2008) theories was the point of departure in our exploration of the teachers’ role in relation to the practice at hand. Therefore, both of these investigated practices are understood as social practices. We then draw on Van Leeuwens (2008) understanding of social practices and how they shape and contribute to the role of the teachers. Van Leeuwen define social practice from 10 different elements: participants, actions, performance modes, eligibility conditions (participants), presentations style, times, locations, eligibility conditions (locations), resources: tools and materials, eligibility conditions (resources). All these concepts shall be understood in relation to the social practice. Thus, the concept of participant concern a specific role of, for example, teachers and students in the two contexts.The actions were then framed as performed in sequences which includes, for example, the pace of an action, performance modes, time and location (Van Leeuwen, 2008). Teachers are within these assumed to construct specific knowledge situated within legitimate perspectives. Hence, prevalent social discursive practices shapes and contributes to the role of the teachers whilst creating a possible space for action at the same time as the teachers shapes and contributes to the social discursive practice. The empirical material originates from two larger research projects (dnr:721-2013-774; drn: 721-208-4646) founded by the Swedish research council. The data comprise 21 teachers in the national test project and 26 teachers in the ICT project. The material contains classroom observations assisted with video, audio and field note documentation and retrospective teacher interviews individually and in groups. In both projects, teachers were interviewed and observed with the purpose of exploring the role of the teacher in the social practice at hand - but with different focus areas. In the NP project the aim was to look into if and how the student was affected by testing and in the ICT project the aim was to examining the kinds of enacted practices that arise from teachers’ organisation of the physical space, including ICTs, and teachers’ communication. We have in this article revisited the data from both projects, with a common methodology which makes the two social practices and their effect on the teachers’ role, comparable. The analytical procedure was to explore which specific participants (teachers) take which particular actions and in which performance modes they are performed, to which time-aspects and locations for the two practices and thereafter compare the teacher's role. 

    Conclusions, Expected Outcomes or Findings: The roles in the national test practice and the ICT practice are here considered as a liminal space between two different social practices. Individually, these bear with them significantly different spaces, times for action, levels of creativity, kinds of questions, answers and support and essentially how the teacher approaches the students and the tasks. The major differences indicate that in the social practice of ICT, the teacher's role is supposed to promote creativity and stimulate curiosity, creativity and activity. Activity is also crucial in the situation of national tests, but the teacher role is in essence supposed to promote students listening, following and focusing on individual achievement. Further, order issues as sound level and how and where to sit, differs greatly. A conclusion is that between these practices, there is a (dis)harmony of acting as a teacher. When we reflect on the outcome, these practices are significantly different in a way that makes us to consider them as a liminal space. Still, the teacher has to move effortless and presumably seamless between these two systems of norms regarding teaching and learning. In periods, it is not very unlikely that the half of the school day is national tests and the other half consists of some kind of collaborative and creative ICT supported learning activity. The liminal space is crucial to acknowledge in terms of the energy involved in changing role, and also that it might be had for some students to understand the changed appearance of their teacher and the changed demands of the situation. The contrasts between these practices highlight probably deeper questions about what knowledge is in today’s school and society, as well as, for whom education is aimed for, and whose interest it is supposed to serve?

  • 25.
    Bagger, Anette
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Björklund Boistrup, Lisa
    Stockholms Universitet.
    Norén, Eva
    Stockholms Universitet.
    The governing of three researchers' technologies of the self2018In: The Mathematics Enthusiast, E-ISSN 1551-3440, Vol. 15, no 1-2, p. 278-302Article in journal (Refereed)
    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”. 

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  • 26.
    Bagger, Anette
    et al.
    Örebro universitet, Örebro, Sverige.
    Daniel, Östlund
    Högskolan Kristianstad, Kristianstad, Sweden.
    Hållbar bedömning med elever som har intellektuell funktionsnedsättning: Vad, hur och varför?2021In: Hållbart och meningsfullt lärande: Undervisning för elever med intellektuell funktionsnedsättning / [ed] Jonny Wåger; Daniel Östlund, Stockholm: Studentlitteratur AB, 2021, 1, p. 223-244Chapter in book (Refereed)
  • 27.
    Bagger, Anette
    et al.
    Örebro University, Örebro, Sweden.
    Daniel, Östlund
    Kristianstad University, Kristianstad, Sweden.
    Inclusion seen through the fabrication of the disabled child in policy documents2021In: ISCHE 42 - looking from above and below: rethinking the social in the history of education: Book of abstracts / [ed] Franziska Primus; Johannes Westberg, ISCHE; Örebro University , 2021, p. 37-38Conference paper (Other academic)
  • 28.
    Bagger, Anette
    et al.
    Örebro universitet, Örebro, Sverige.
    Emma, Holmström
    Örnsköldsviks kommun, Örnsköldsvik, Sverige.
    Inkluderande undervisningsmaterial och undervisning 2022In: Abstractbook för Nationell konferens om särskilda utbildningsbehov i matematik: Att kunskapa om särskilda utbildningsbehov i matematik, Växjö: Linnéuniversitetet , 2022, Växjö: Linnéuniversitetet , 2022Conference paper (Other academic)
    Abstract [sv]

    Vi kommer i denna föreläsning att berätta om vårt fleråriga samarbete med att utveckla kunskaper om inkluderande och likvärdig matematikundervisning. Detta är både en inspiration för hur forskare och lärare kan samarbete, samtidigt som vi delger en modell för att utvärdera undervisningsmaterial och huruvida de verkar inkluderande. Detta är ett resultat från ett EU- projekt och där både en version för lärare och en version för barn utarbetats i samarbete med forskare och lärare i Italien, Tyskland och Luxemburg. Modellen kommer att presenteras och vi illustrerar hur den kan användas både av lärare och av lärare med elever. För tillfället är även ett fortsättningsprojekt inplanerat och där större fokus kommer att ligga på digitala material.

    Referenser

    https://en.itm-europe.org/  

  • 29.
    Bagger, Anette
    et al.
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Holgersson, Ingemar
    Kristianstad University, Kristianstad, Sweden.
    Reikerås, Elin
    University of Stavanger, Stavanger, Norway.
    Bergqvist, Ewa
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Editoral2020In: Nordisk matematikkdidaktikk, NOMAD: [Nordic Studies in Mathematics Education], ISSN 1104-2176, Vol. 25, no 3-4, p. 1-5Article in journal (Refereed)
  • 30.
    Bagger, Anette
    et al.
    Örebro University, Örebro, Sweden.
    Jusso, Nieminen
    Faculty of Education, Social Contexts and Policies of Education (SCAPE), University of Hong Kong.
    Ethical and philosophical dimensions of mathematics assessment2022In: Philosophy of Mathematics Education Journal, ISSN 1465-2978, no 39, p. 1-11Article in journal (Refereed)
    Abstract [en]

    This article provides an opportunity to re-think traditional ways of assessing students’ knowledge in mathematics through a discussion of the ethical and philosophical aspects of assessment. This is achieved by applying Bornemark and Cusa’s thinking of humans’ calculating (ratio practices) and reflecting (intellectus practices) capacities on assessment and discussing the possibilities and pitfalls that emerge as these capacities come into use. This is illustrated with the policy and practice concerning the assessment practices of students with intellectual disabilities (ID) in Sweden. The article provides a path for recognizing and reflecting on what kind of knowledge production researchers, teachers, and students contribute to as they engage in assessment. This creates an opportunity to re-think how we fabricate students, knowledge, and mathematics and how we wish to do so in the future.

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  • 31.
    Bagger, Anette
    et al.
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Lillvist, Anne
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Mediala diskurser om inkludering: En berättelse om (gem)ensamhet2021In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 30, no 1, p. 45-74Article in journal (Refereed)
    Abstract [en]

    Discourses on Inclusion in Media. This article explores discourses on inclusion in articles about education in Sweden’s four largest newspapers, and how these discourses position children, students, teachers, and schools. The findings indicate that the journalistic practices of agendization, accountabilization, factualization, emphasizing, and sensationalization have impacted arguments and increased the newsworthiness of the subject. Inclusion is often discussed in a sporadic and inconsistent way and students and teachers are often positioned out of a deficit perspective. Discourses were demarcated on three interrelated levels: an individual level, an organisational level, and a societal level. 

  • 32.
    Bagger, Anette
    et al.
    Umeå University.
    Norén, Eva
    Stockholm University, Stockholm, Sweden.
    Boistrup, Lisa
    Stockholm University, Stockholm, Sweden.
    Lundahl, Christian
    Örebro University, Sweden.
    Digitalized national tests in mathematics: a way of increasing and securing equity?2019In: Proceedings of the tenth international mathematics educationand society conference / [ed] Jayasree Subramanian, Hyderabad: International Mathematics Education and Society , 2019Conference paper (Refereed)
    Abstract [en]

    On one hand, the Swedish governing discourse on equity in the context of digitizing education portrays modernization, progress and democracy as a foundation in the equity work. On the other hand, in the context of digitized tests, equity is rather framed within a neoliberal logic while related to all individuals’ possibilities of choosing a ‘good life’, and to compete on equal terms. Not all disadvantaged groups are the target, though. It is mainly boys who are supposed be given better grades, and, in addition, students with disabilities who are supposed to (as far as possible) be able to have the opportunity to show their knowledge during the test. Language or socioeconomically diverse settings are not mentioned with regard to digitized national tests.

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  • 33.
    Bagger, Anette
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Nyroos, Mikaela
    Umeå University, Faculty of Social Sciences, Department of Education. Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC).
    Performance, anxiety and the mathematical self image2014In: 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.

  • 34.
    Bagger, Anette
    et al.
    Örebro University, Örebro, Sweden.
    Padilla, Alexis
    University of New Mexico, Albuquerque NM, USA.
    Tan, Paulo
    University of Hawaiʻi at Mānoa, Honolulu HI, USA.
    Beyond ability rankings: educational assessment as relational rigor and accountability2021Conference paper (Refereed)
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  • 35.
    Bagger, Anette
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC).
    Roos, Helena
    Linnéuniversitetet.
    How Research Conceptualises the Student in Need of Special Education in Mathematics2015In: 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 (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.

  • 36.
    Bagger, Anette
    et al.
    Örebro universitet, Örebro, Sverige.
    Roos, Helena
    Malmö Högskola, Malmö, Sverige.
    Inkluderande och likvärdig matematikundervisning: är det möjligt?2021In: Inkludering i etikens motljus 2021: Sessioner, 2021Conference paper (Other (popular science, discussion, etc.))
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  • 37.
    Bagger, Anette
    et al.
    Örebro University, Örebro, Sweden.
    Roos, Helena
    Linnaeus University, Växjö, Sweden.
    The shared duty of special educational support in mathematics: borders and spaces in degree ordinances for pre-service teachers2020In: Borders in mathematics pre-service teacher education / [ed] Limin Jao; Nenad Radakovic, Springer, 2020, p. 141-161Chapter in book (Refereed)
    Abstract [en]

    This chapter investigates the future shared duties of special education pre-service teachers in mathematics and mathematics pre-service teachers for primary school to support students in need of support in mathematics. Within the Swedish context, teacher education training policy frames special education teachers in mathematics (STms) as the historians of schooling, in that they carry specific knowledge about how students in need of support have been treated earlier, and recognise that current practices and policies have been motivated by the history and culture of Swedish schools. This framing also suggests that they have the expertise in supporting students in need of special support and an understanding of specific disabilities or prerequisites for learning that these students can have. In contrast, mathematics teachers for primary school (MTPs) are framed as being responsible for the overall education taking place in classrooms, being willing to collaborate and learn from other professions involved in the students learning and development, and needing to pay attention to those other professions’ experiences and knowledge. In addition, the teacher education training policy indicates that MTPs are supposed to cooperate, listen, and reflect, whereas STms are to lead, be independent, analyse, and drive school development. Furthermore, the position, role, and authority of STms are not supported by the Swedish Education Act. This together with the sometimes contradictory roles identified by each of the profession’s goals in their degree ordinance could put MTPs’ and STms’ shared duties at risk, and creates a need for negotiation. A possible way forward, in order to counteract this risk, might be shared courses during teacher training. This could presumably prepare for future negotiations and collaborations of roles and responsibilities.

  • 38.
    Bagger, Anette
    et al.
    Faculty of Humanities and Social Sciences, School of Humanities, Education and Social Sciences, Örebro Universitet, Örebro, Sweden.
    Roos, Helena
    Faculty of Technology, Department of Mathematics, Linnaeus University, Växjö, Sweden.
    Engvall, Margareta
    Department of Behavioural Sciences and Learning, Faculty of Educational Sciences, Linköping University, Linköping, Sweden.
    Directions of intentionalities in special needs education in mathematics2020In: Educational Studies in Mathematics, ISSN 0013-1954, E-ISSN 1573-0816, Vol. 104, no 1, p. 41-63Article in journal (Refereed)
    Abstract [en]

    This article builds upon a systematic review of 53 articles in international research journals and makes three main contributions. First, it develops a method for identifying motives, values, and assumptions in research by analysing segments of text in journal articles. Second, it represents a reflective account of research within the field of mathematics education. Third, it captures the ongoing directions of intentionalities inherent in the diverse field of special education mathematics and, thereby, some of the characteristics of the core issues in this field. Three directions of intentionalities were identified: towards teachers and teaching competence, towards enhanced mathematical achievement, and towards every student's learning. The results indicate that each direction has specific limitations and potentials. In order to improve special education mathematics, we recommend that researchers and practitioners remain broadly informed and involved in all three directions of intentionalities.

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  • 39.
    Bagger, Anette
    et al.
    Örebro University, Örebro, Sweden.
    Vennberg, Helena
    Umeå Municipality, Umeå, Sweden.
    Assessment of mathematics in Preschool-class2021In: NORSMA10 paper session 5: Equal access for all learners to quality mathematics education, 2021Conference paper (Refereed)
    Abstract [en]

    Early identification of children at risk is essential to prevent and remediate mathematical learning difficulties (Gersten, Clarke, Haymond, & Jordan, 2011), but it requires valid and reliable assessment tools (Aunio, 2019). Measures developed for younger students (<9y) have usually covered areas like number sense, relational skills and counting skills, because of their predictive value for later mathematical skills (Jordan, Glutting, & Ramineni, 2010; Zhang et al., 2020). Studies on mathematical learning difficulties across different grade levels show that number processing (De Smedt & Gilmore, 2011; Skagerlund & Träff, 2016) and basic arithmetic skills (Zhang et al., 2020) seem to differentiate students with MLD from their peers. Consequently, the aim of this study was to investigate the factor structure and grade-level development in the new digital Functional Numeracy Assessment (FUNA) tool for grades 3–9. Students from both Swedish and Finnish speaking schools in Finland participated in the study (N = 4070). FUNA is a digital assessment tool embedded in the VILLE collaborative learning platform developed by the Centre of Learning Analytics of the University of Turku. FUNA consists of seven different subtasks; symbolic magnitude comparison, number-dot matching, number sequence, numerical ordering, single-digit addition, single-digit subtraction, multi-digit addition and subtraction. In the first four tasks, reaction time (RT) and accuracy was used to form an efficiency measure (number of correct items/medianRT of the correctly solved items). Students had 2 minutes to solve as many tasks as possible for single-digit addition and subtraction respectively, and 3 minutes for the multi-digit addition and subtraction tasks. Preliminary results show that there is grade-level development in symbolic magnitude comparison, F (6, 4063) = 213.34, p < .001, 𝜂2𝑝𝜂p2 =.24 (Figure 1). Students in higher grades process numbers more efficiently compared to students in lower grades. In NORSMA we will also present the grade-level development in the other subskills and the factor structure of FUNA.

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  • 40.
    Bagger, Anette
    et al.
    School of Teacher Education, Dalarna University, Falun, Sweden.
    Vennberg, Helena
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Care for the learning of mathematics: put to the test2024In: Research in Mathematics Education, ISSN 1479-4802, E-ISSN 1754-0178Article in journal (Refereed)
    Abstract [en]

    This article reports on a study of mandatory assessment in mathematics for preschool-class children (aged six) and teachers' opportunities to advocate Care for the learning of mathematics. Care for learners and Care for mathematics intersected in the teachers' Grouping of students and their ability to Know the student. These play out as teachers promote availability and justice to students, and as teachers strive to make students' knowledge visible, promote accuracy and gain legitimacy. It is concluded that teachers' opportunities to advocate care for the learning of mathematics needs to be present also in the administration of assessment and to be put in the context of the school's culture and student population, for teachers to be able to promote fair assessment for each student.

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  • 41.
    Bagger, Anette
    et al.
    Örebro universitet, Örebro, Sverige.
    Vennberg, Helena
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC).
    Early assessment in mathematics, the ethics in a practice close research approach2019Conference paper (Refereed)
    Abstract [en]

    One of the latest reforms to increase the equity and quality in mathematics education is mandatory national assessment in Preschool-class. It is supposed to govern the action, focus and professional language of the pedagogues. In an earlier study of preparatory work, policy decisions and assessment material, we discovered that there is a risk for schoolification of the Preschool-class, through this reform. A second risk is that students could be locked into "levels" of achievement and a third risk lies in a potential narrowing down of the curriculum (Bagger, Björklund, Vennberg, Accepted). At the same time, earlier research show that early assessment can lead to positive development for students in need of support (Vennberg & Norqvist, 2018). Deriving from our initial study of national assessment in preschool class, we have planned for a follow up project with the aim to contribute to knowledge of and developing the practice about the preschool class teacher’s work with national assessment in mathematics. During the conference we will present and discuss ethical and methodological challenges in this project. More specifically, we want to discuss what is required of practice close approaches in these ethically demanding situations of vulnerability and assessment in mathematics with young students. A key issue is the opportunities for teachers and researchers to manage the information collected during the  national assessment and handling of sensitive data, how they jointly can contribute to the development and management of the knowledge that generated about students' opportunities to learn and to demonstrate their knowledge. And finally, in what way this might contribute to assessment and teaching in mathmatics continues to have its starting points in the unique assignment of the preschool-class.

    References

    Bagger, A., Björklund, L. & Vennberg, H. (accepted). The politics of early assessment in mathematics education. CERME11 in Utrecht, January 2019.

    Vennberg, H. & Norqvist, M. (2018). Counting on – long term effects of an early intervention program. In Bergqvist, E., Österholm, M., G, C & Sumpter, L. (Eds.), Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education, Vol. 4, (pp. 355-362). Umeå, Sweden: PME.

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  • 42.
    Bagger, Anette
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC). Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Vennberg, Helena
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Björklund Boistrup, Lisa
    The politics of early assessment in mathematics education2019In: CERME 11: Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education / [ed] [ed] Jankvist, U. T., Van den Heuvel-Panhuizen, M., & Veldhuis, M., European Society for Research in Mathematics Education, 2019, p. 1831-1838Conference paper (Refereed)
    Abstract [en]

    One of the latest reforms in Sweden in order to increase equity and quality in education is making national assessment compulsory in preschool-class (age 6). The claimed political volition is all students’ best possible mathematical development. In this paper, we examine the preparatory work, the assignment to the National Agency of Education, and the assessment material itself, searching for what meaning is inscribed regarding the student, mathematics and assessment. The results imply that the politics of the assessment might exaggerate a search for flaws and control instead of promoting all students learning and in addition contributing to the schoolification of preschool-class.

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  • 43.
    Bagger, Anette
    et al.
    Örebro University, Örebro, Sweden.
    Ålander, Jonas
    Örebro University, Örebro, Sweden.
    Karlsson, Josefine
    Örebro University, Örebro, Sweden.
    Teaching materials and their quality: as aspects of inclusion2023Conference paper (Refereed)
  • 44.
    Bagger, Anette
    et al.
    Institutionen för humaniora, utbildnings- och samhällsvetenskap, Örebro universitet, Örebro, Sverige.
    Öhman, Anna
    Institutionen för humaniora, utbildnings- och samhällsvetenskap, Örebro universitet, Örebro, Sverige.
    Hållbar inkludering: en väg till ett hållbart samhälle?2021In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 30, no 1, p. 3-7Article in journal (Other academic)
  • 45.
    Bierschwale, Christoph
    et al.
    Bielefeld University, Bielefeld, Germany.
    Vogt, Michaela
    Bielefeld University, Bielefeld, Germany.
    Andersen, Katja N.
    University of Luxembourg, Esch-sur-Alzette, Luxembourg.
    Bagger, Anette
    Institutionen för humaniora, utbildnings- och samhällsvetenskap, Örebro universitet, Örebro, Sverige.
    Macchia, Vanessa
    Free University of Bozen-Bolzano, Bruneck-Brunico, Italy.
    Qualitätskriterien von inklusiven Bildungsmedien im Fach Mathematik: theoretische und empirische Rahmenbedingungen2020In: k:ON - Kölner Online Journal für Lehrer*innenbildung, ISSN 2701-1429, Vol. 2, no 2, p. 1-25Article in journal (Refereed)
    Abstract [en]

    This article deals with the development of qualitycriteria of inclusive teaching materials in mathmatics. As part of an international comparative research design, group discussions were held with primary school math teachers. After analyzing the content of the group discussions there were six criteria that characterize inclusive teaching material in mathematics, including the structure of the material, individualization, collaborative learning, conceptualization e.g. with regard to principles of mathematical education, mathematical task culture and metacognitive support. The findings presented in the form of the criteria catalog provide new impulses for teacher trainings and the development of inclusive teaching material.

  • 46.
    Black, Laura
    et al.
    University of Manchester, Manchester, UK.
    Bagger, Anette
    Institutionen för humaniora, utbildnings- och samhällsvetenskap, Örebro universitet, Örebro, Sverige.
    Chronaki, Anna
    University of Thessaly, Thessaly, Greece; University of Malmö, Malmö, Sweden.
    Bohlmann, Nina
    Leipzig University, Leipzig, Germany.
    Bobsin Salazar, Sabrina
    Universidade Federal de Pelotas, Pelotas, Brazil.
    ERME column2021In: EMS magazine, ISSN 2747-7894, Vol. 121, p. 51-52Article in journal (Other academic)
  • 47.
    Black, Laura
    et al.
    University of Manchester, Manchester, United Kingdom.
    Bagger, Anette
    Örebro University, Örebro, Sweden.
    Chronaki, Anna
    Malmö University, Malmö, Sweden; University of Thessaly, Greece.
    Bohlmann, Nina
    University of Leipzig, Leipzig, Germany.
    Salazar, Sabrina
    Universidade Federal de Pelotas, Brazil.
    Introduction to the work of TWG10: Diversity and Mathematics Education: Social, Cultural and Political Challenges2022In: Proceedings of the Twelfth Congress of European Research in Mathematics Education (CERME12) / [ed] J. Hodgen; E. Geraniou; G. Bolondi; F. Ferretti., ERME / Free University of Bozen-Bolzano , 2022, p. 1658-1661, article id hal-03808516Conference paper (Refereed)
  • 48.
    Helena, Roos
    et al.
    Malmö University, Malmö, Sweden.
    Bagger, Anette
    Örebro University, Örebro, Sweden.
    Developing mathematics education promoting equity and inclusion: Is it possible?2021In: Exploring new ways to connect: Proceedings of the Eleventh International Mathematics Education and Society Conference / [ed] David Kollosche, Hamburg: tredition GmbH , 2021, Vol. 1, p. 223-226Conference paper (Refereed)
    Abstract [en]

    This paper is a discussion of the possibility to develop an inclusive and equitable mathematics education in primary school based on success factors found in prior research. The overall goal is to develop a model for education and to develop an approach where sociopolitical and pedagogical issues are core. The study contributes to this important and challenging task by building on earlier research from different fields of relevance, generating a model for sustainable development of mathematics education, and at the same time, deriving from and anchoring the model in teachers and students’ experiences of everyday life in the mathematics classroom.

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  • 49.
    Lindfors, Maria
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. Umeå University, Faculty of Social Sciences, Department of Education.
    Roos, Helena
    Linneus university, Sweden.
    Bagger, Anette
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC). Umeå University, Faculty of Social Sciences, Department of applied educational science.
    The nature of knowing and students in need of special education2019In: Book of abstracts: EARLI 2019, RWTH Aachen University , 2019, p. 142-142Conference paper (Other academic)
    Abstract [en]

    The purpose of this research is to explore teachers’ mathematical epistemic beliefs in relation to students in need of special education in mathematics (SEM-students). Teachers’ views on the subject and the students in need are central aspects for the support (Scherer, Beswick, DeBlois, Healey & Opitz, 2016). In more detail, the interest lies in revealing the epistemologies of teachers’ beliefs on the nature of knowing in two very different educational practices: the general situation of the teaching and learning and in the practice of national testing. The research process is guided by four steps: 1; The identification of statements regarding the justification of and source of knowledge 2; The explanatory paraphrasing into groups of statements. 3; A search for concurrence, differences and patterns within and between groups. 4. Finally, a summary of what is characteristic for the nature of knowing in mathematics in relation to SEM-students in these two practices is given.

  • 50.
    Nieminen, Juuso Henrik
    et al.
    The University of Hong Kong, Pok Fu Lam, Hong Kong.
    Bagger, Anette
    Institutionen för humaniora, utbildnings- och samhällsvetenskap, Örebro universitet, Örebro, Sverige.
    Allan, Julie
    University of Birmingham, Birmingham, UK.
    Discourses of risk and hope in research on mathematical learning difficulties2023In: Educational Studies in Mathematics, ISSN 0013-1954, E-ISSN 1573-0816, Vol. 112, no 2, p. 337-357Article in journal (Refereed)
    Abstract [en]

    Mathematics-specific learning difficulties and disabilities (MLD) have received increasing attention in scholarly research. In this study, we place MLD research in its wider context of risk societies by discussing the manufacturing of MLD as a risk. This framing of MLD builds on a certain idea of hope in how research could provide the means to better understand and support learners with MLD. We conduct a Foucault-informed analysis to understand how scholarly knowledge about MLD has been produced through discourses of risk and hope. Our material consists of 30 influential journal articles published in the three fields of MLD research: cognitive sciences, special education and mathematics education. Our study indicates that MLD has been predominantly conceptualised through a technico-scientific risk discourse that frames MLD as harmful for learners and societies alike; such risk discourse relies on a discourse of hope in scientific methods. We also analyse a social risk discourse that identifies risks in social exclusion and marginalisation of students with MLD, finding hope in inclusive learning environments. Based on our analysis, we propose that the mere conceptualisation of MLD has thoroughly revolved around discourses of current liminalities (risk) and enunciations of better futures (hope). However, what has been unexplored is the politics of such risk and hope discourses themselves. We propose a socio-politically oriented discourse of risk/hope as a way to reframe scientific knowledge production about MLD. This discourse identifies risks not in MLD itself but in how research manufactures MLD as a threat to both economic growth and student identities. Instead of asking research communities to mitigate the risk of MLD, we call for them to embrace it.

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