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Bagger, A. & Raddock, E. (2019). Access and participation in assessment. In: : . Paper presented at Fjärde nationella konferensen i pedagogiskt arbete. Tema: Pedagogiskt arbete i en global tid, Umeå, Sweden, August 19-20, 2019.
Öppna denna publikation i ny flik eller fönster >>Access and participation in assessment
2019 (Engelska)Konferensbidrag, Muntlig presentation med publicerat abstract (Refereegranskat)
Abstract [en]

Teachers in the special education classrooms are obliged to assess knowledge and give grades (SFS 2010:800). Student’s participation in, and access to, the assessment is central. In the case of students in need of support, Ahlberg (2013) shows how participation, communication and learning presuppose each other. The purpose of this study is to investigate how participation in, and access to, assessment are understood by teachers in the case of students with intellectual disabilities.A survey regarding assessment, access and participation was sent to all teachers who had students following the curriculum for learning disabilities (LD) in one municipality. Twelve of nineteen teachers answered. Results indicated that students participated in assessment situations mainly through self-assessment and matrices. To make assessment accessible various methods were used: communication aids, support from adults, conversations and peer-assessment. Helping students display their knowledge, and ascertaining if and how knowledge was displayed, was a challenge to teachers. Another challenge mentioned by the teachers was informing students about the results of their assessment in a manner appropriate to their individual communicative competence. Making students’ knowledge visible to students, teachers and parents is the primary challenge we have identified. There is a need for further research in order to articulate how the accessibility of the assessment situation may be a means for increasing student participation, and also how accessibility and participation are produced, and how they are affected by the practice of assessment.

References

Ahlberg, A. (2013). Specialpedagogik i ideologi, teori och praktik -att bygga broar.SFS (2010:800).

Skollag. [Education Act]. Department of Education.

Östlund, Daniel (2012), Deltagandets kontextuella villkor: fem träningsskoleklassers pedagogiska praktik. Doctoral thesis, Malmö: Malmö högskola.

Nyckelord
assessment, participation, knowledge
Nationell ämneskategori
Pedagogiskt arbete
Forskningsämne
Pedagogik
Identifikatorer
urn:nbn:se:oru:diva-77630 (URN)
Konferens
Fjärde nationella konferensen i pedagogiskt arbete. Tema: Pedagogiskt arbete i en global tid, Umeå, Sweden, August 19-20, 2019
Tillgänglig från: 2019-10-26 Skapad: 2019-10-26 Senast uppdaterad: 2019-10-28Bibliografiskt granskad
Bagger, A., Norén, E., Boistrup, L. & Lundahl, C. (2019). Digitalized national tests in mathematics: a way of increasing and securing equity?. In: Jayasree Subramanian (Ed.), PROCEEDINGS OF THE TENTH INTERNATIONAL MATHEMATICS EDUCATION AND SOCIETY CONFERENCE: Hyderabad, India January 28th to February 2nd, 2019. Paper presented at The tenth International Mathematics Education and Society conference (MES10), Hyderabad, India, Jan 28th-Feb 2nd, 2019. Hyderabad, India
Öppna denna publikation i ny flik eller fönster >>Digitalized national tests in mathematics: a way of increasing and securing equity?
2019 (Engelska)Ingår i: PROCEEDINGS OF THE TENTH INTERNATIONAL MATHEMATICS EDUCATION AND SOCIETY CONFERENCE: Hyderabad, India January 28th to February 2nd, 2019 / [ed] Jayasree Subramanian, Hyderabad, India, 2019Konferensbidrag, Publicerat paper (Refereegranskat)
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.

Ort, förlag, år, upplaga, sidor
Hyderabad, India: , 2019
Nyckelord
Equity, National tests, Mathematics, Quality, Policy
Nationell ämneskategori
Samhällsvetenskap Pedagogik
Forskningsämne
Pedagogik
Identifikatorer
urn:nbn:se:oru:diva-71668 (URN)
Konferens
The tenth International Mathematics Education and Society conference (MES10), Hyderabad, India, Jan 28th-Feb 2nd, 2019
Tillgänglig från: 2019-01-22 Skapad: 2019-01-22 Senast uppdaterad: 2019-02-14Bibliografiskt granskad
Bagger, A. & Helena, V. (2019). Early assessment in mathematics, the ethics in a practice close research approach. In: Abstractbok: . Paper presented at Fjärde nationella konferensen i pedagogiskt arbete. Tema: Pedagogiskt arbete i en global tid. Umeå, 19–20 augusti, 2019.
Öppna denna publikation i ny flik eller fönster >>Early assessment in mathematics, the ethics in a practice close research approach
2019 (Engelska)Ingår i: Abstractbok, 2019Konferensbidrag, Muntlig presentation med publicerat abstract (Refereegranskat)
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.

Nyckelord
Early assessment, preschool-class, national assessment, mathematics, special education, Bedömning, förskoleklass, matematik, specialpedagogik
Nationell ämneskategori
Samhällsvetenskap Pedagogik
Forskningsämne
Pedagogik
Identifikatorer
urn:nbn:se:oru:diva-77626 (URN)
Konferens
Fjärde nationella konferensen i pedagogiskt arbete. Tema: Pedagogiskt arbete i en global tid. Umeå, 19–20 augusti, 2019
Projekt
Bedömningsstöden i de tidiga skolåren. En möjlighet till ökad kvalitet och likvärdighet i matematik?
Tillgänglig från: 2019-10-26 Skapad: 2019-10-26 Senast uppdaterad: 2019-10-28Bibliografiskt granskad
Bagger, A. & Bergström, P. (2019). The Liminal Space Between National Tests and ICT for Teaching and Learning: (Dis)Harmony of Teacher Roles. In: : . Paper presented at European Conference on Educational Research (ECER 2019), "Education in an Era of Risk – the Role of Educational Research for the Future", Hamburg, Germany, September 3-6, 2019.
Öppna denna publikation i ny flik eller fönster >>The Liminal Space Between National Tests and ICT for Teaching and Learning: (Dis)Harmony of Teacher Roles
2019 (Engelska)Konferensbidrag, Muntlig presentation med publicerat abstract (Refereegranskat)
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?

Nationell ämneskategori
Pedagogik
Forskningsämne
Pedagogik
Identifikatorer
urn:nbn:se:oru:diva-77628 (URN)
Konferens
European Conference on Educational Research (ECER 2019), "Education in an Era of Risk – the Role of Educational Research for the Future", Hamburg, Germany, September 3-6, 2019
Tillgänglig från: 2019-10-26 Skapad: 2019-10-26 Senast uppdaterad: 2019-10-28Bibliografiskt granskad
Bagger, A., Roos, H. & Engvall, M. (2018). Investigating the politics of meaning(s) in Nordic research on special education mathematics​: developing a methodology​. In: J. Häggstroöm, Y. Liljekvist, J. Bergman, Ärlebäck, M. Fahlgren & O. Olande (Ed.), Perspectives on professional development of mathematics teachers: Proceedings of MADIF 11. The eleventh research seminar of the  Swedish Society for Research in  Mathematics Education Karlstad, January 23–24, 2018​. Paper presented at Madif 11, Karlstad, Sweden,January 23–24, 2018 (pp. 141-150). Göteborg: Svensk förening för MatematikDidaktisk Forskning - SMDF
Öppna denna publikation i ny flik eller fönster >>Investigating the politics of meaning(s) in Nordic research on special education mathematics​: developing a methodology​
2018 (Engelska)Ingår i: Perspectives on professional development of mathematics teachers: Proceedings of MADIF 11. The eleventh research seminar of the  Swedish Society for Research in  Mathematics Education Karlstad, January 23–24, 2018​ / [ed] J. Häggstroöm, Y. Liljekvist, J. Bergman, Ärlebäck, M. Fahlgren & O. Olande, Göteborg: Svensk förening för MatematikDidaktisk Forskning - SMDF, 2018, s. 141-150Konferensbidrag, Publicerat paper (Refereegranskat)
Abstract [en]

This paper aims to develop a methodology to explore the politics of meaning in special education mathematics research. Mediated meaning, directions of intentionalities and perspectives on special education have been analysed in eight reviewed articles.  Results indicate that the politics of meaning in the Nordic sample are about processes of normalisation and effectiveness through methods and approaches. The teacher is emphasised as the centre for change and development also when it comes to organisational factors. Disabilities are not researched, perhaps cloaked by an overall relational approach or due to research paying attention to milder difficulties. The deve- loped methodology seems to be fruitful and will be applied on a broader international sample.

Ort, förlag, år, upplaga, sidor
Göteborg: Svensk förening för MatematikDidaktisk Forskning - SMDF, 2018
Serie
Skrifter från Svensk Förening för MatematikDidaktisk Forskning, ISSN 1651-3274 ; 13
Nyckelord
Special education, Mathematics education, Research, Policy of Meaning
Nationell ämneskategori
Samhällsvetenskap Pedagogik
Forskningsämne
Pedagogik
Identifikatorer
urn:nbn:se:oru:diva-71280 (URN)978-91-984024-2-1 (ISBN)
Konferens
Madif 11, Karlstad, Sweden,January 23–24, 2018
Tillgänglig från: 2019-01-09 Skapad: 2019-01-09 Senast uppdaterad: 2019-01-10Bibliografiskt granskad
Bagger, A. (2018). "It is only a test": Social aspects of displaying knowledge in mathematics for second language learners. Paper presented at CERME 10, Dublin, Ireland, 10 Feb. 2017.
Öppna denna publikation i ny flik eller fönster >>"It is only a test": Social aspects of displaying knowledge in mathematics for second language learners
2018 (Engelska)Manuskript (preprint) (Övrigt vetenskapligt)
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.

Nyckelord
Second language learner, assessment in mathematics, opportunity to display knowledge
Nationell ämneskategori
Samhällsvetenskap Pedagogik
Forskningsämne
Pedagogik
Identifikatorer
urn:nbn:se:oru:diva-71103 (URN)
Konferens
CERME 10, Dublin, Ireland, 10 Feb. 2017
Tillgänglig från: 2019-01-04 Skapad: 2019-01-04 Senast uppdaterad: 2019-01-10Bibliografiskt granskad
Bagger, A., Björklund Boistrup, L. & Norén, E. (2018). The governing of three researchers' technologies of the self. The Montana Mathematics Enthusiast, 15(1-2), 278-302, Article ID 15.
Öppna denna publikation i ny flik eller fönster >>The governing of three researchers' technologies of the self
2018 (Engelska)Ingår i: The Montana Mathematics Enthusiast, ISSN 1551-3440, E-ISSN 1551-3440, Vol. 15, nr 1-2, s. 278-302, artikel-id 15Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

This article sheds light on a number of discursive conditions relating to being researchers in mathematics education and with an interest in diversity. The data derived from a self-reflective trialogue (dialogue of three people) between the three authors, three researchers. Two of Foucault’s governing technologies were adopted: technologies of power and technologies of the self. By exploring regularities between these in our trialogue we construed formations of governing technologies in relation to subjectification and subjectivation. We uncovered five formations: “Tensions between mathematics education (ME) researchers from different traditions through processes of normalization and othering”, “Limiting space between ME researchers within the socio- political through dismissal of knowledge”, “The socio-political tradition of a need for theory connects theory and ME researcher's’ self-cultivation”, “The researchers’ processes of self-cultivation connect theory and compassionate research practices”. and “Research on policy statements as resistance towards technologies of domination in society”. 

Ort, förlag, år, upplaga, sidor
Information Age Publishing, 2018
Nyckelord
Governmentality, Technologies of power, Technologies of the self, Mathematics for all, Socio-political, Subjectification, Subjectivation, Researchers
Nationell ämneskategori
Didaktik
Forskningsämne
matematikdidaktik
Identifikatorer
urn:nbn:se:oru:diva-70244 (URN)000423964700017 ()2-s2.0-85042533124 (Scopus ID)
Tillgänglig från: 2018-11-19 Skapad: 2018-11-19 Senast uppdaterad: 2018-11-20Bibliografiskt granskad
Bagger, A. (2017). Den flerspråkiga elevens nationella provdeltagande i matematik: diskursiva förutsättningar. Utbildning och Demokrati, 26(2), 95-111
Öppna denna publikation i ny flik eller fönster >>Den flerspråkiga elevens nationella provdeltagande i matematik: diskursiva förutsättningar
2017 (Svenska)Ingår i: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 26, nr 2, s. 95-111Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

Multilingual students’ participation in national tests in mathematics – discursive prerequisites. This article explores discursive prerequisites in test-taking for second language learners with other mother tongues than Swedish. Four students were interviewed in 2016 during their final year of compulsory school. The results imply that multilingual students are positioned as disadvantaged within testing. This phenomenon is mainly situated in a competitive discourse with several subordinated discourses that further position the students: A discourse of justice positioned the students as being sorted or left behind, a discourse of handling the assessment positioned the students as caretakers and a discourse of future challenges positioned the students as struggling while learning, being capable to learn or facing positive challenges. The results imply that national testing is a personal and relational experience and gives rise to issues of legitimacy and equality. These issues should be considered in policy-making, the construction and the carrying out of tests as well as in the conclusions which are based on the results on individual, group and organisational levels.

Ort, förlag, år, upplaga, sidor
Örebro: Örebo Universitet, 2017
Nyckelord
Discourse, second language learners, assessment, Flerspråkighet, diskurs, bedömning, matematik, nationella prov
Nationell ämneskategori
Pedagogiskt arbete Didaktik
Forskningsämne
pedagogiskt arbete; matematikdidaktik
Identifikatorer
urn:nbn:se:oru:diva-70235 (URN)
Tillgänglig från: 2018-11-19 Skapad: 2018-11-19 Senast uppdaterad: 2018-11-20Bibliografiskt granskad
Bagger, A. (2017). "It is only a test": social aspects of displaying knowledge in mathematics for second language learners. In: Dooley, T., & Gueudet, G. (Ed.), Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education : . Paper presented at Tenth Congress of the European Society for Research in Mathematics Education (CERME10), Dublin, Ireland, February 1-5, 2017 (pp. 1433-1440). Dublin: Institute of Education, Dublin City University
Öppna denna publikation i ny flik eller fönster >>"It is only a test": social aspects of displaying knowledge in mathematics for second language learners
2017 (Engelska)Ingår i: Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education / [ed] Dooley, T., & Gueudet, G., Dublin: Institute of Education, Dublin City University , 2017, s. 1433-1440Konferensbidrag, Publicerat paper (Refereegranskat)
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.

Ort, förlag, år, upplaga, sidor
Dublin: Institute of Education, Dublin City University, 2017
Nyckelord
Second language learner, assessment in mathematics, opportunity to display knowledge.
Nationell ämneskategori
Didaktik
Forskningsämne
matematikdidaktik
Identifikatorer
urn:nbn:se:oru:diva-70236 (URN)978-1-873769-73-7 (ISBN)
Konferens
Tenth Congress of the European Society for Research in Mathematics Education (CERME10), Dublin, Ireland, February 1-5, 2017
Tillgänglig från: 2018-11-19 Skapad: 2018-11-19 Senast uppdaterad: 2018-11-22Bibliografiskt granskad
Bagger, A. (2017). Quality and equity in the era of national testing: the case of Sweden. In: Julie Allan, Alfredo J. Artiles (Ed.), World yearbook of education 2017: assessment inequalities (pp. 68-88). London: Routledge
Öppna denna publikation i ny flik eller fönster >>Quality and equity in the era of national testing: the case of Sweden
2017 (Engelska)Ingår i: World yearbook of education 2017: assessment inequalities / [ed] Julie Allan, Alfredo J. Artiles, London: Routledge , 2017, s. 68-88Kapitel i bok, del av antologi (Refereegranskat)
Abstract [en]

This work 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. Research on equity and quality in mathematics education often focuses on policy and the big picture, school governance, or personal stories. By contrast, the purpose of this text is to connect those perspectives, chiefly by exploring contradictions and connections as shown in discourses on equity and quality in Sweden. Sweden presents an interesting case given the tension between education’s goal to promote social justice by providing ‘high and equal education for all’ and the neoliberal governance of schools where students’ choice of school is central (Lundahl 2016). Finally, I offer some conclusions regarding equity in quality and quality in equity as those relationships inform national tests, as well as discussing challenges and possibilities that lie ahead.

Ort, förlag, år, upplaga, sidor
London: Routledge, 2017
Serie
World Yearbook of Education Series
Nyckelord
national assessement, equity, quality, third grade, mathematics
Nationell ämneskategori
Pedagogik Didaktik
Forskningsämne
matematikdidaktik; pedagogik
Identifikatorer
urn:nbn:se:oru:diva-70241 (URN)978-1-138-69922-9 (ISBN)978-1-315-51737-7 (ISBN)
Tillgänglig från: 2018-11-19 Skapad: 2018-11-19 Senast uppdaterad: 2018-11-22Bibliografiskt granskad
Organisationer
Identifikatorer
ORCID-id: ORCID iD iconorcid.org/0000-0001-7182-5649

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