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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
Open this publication in new window or tab >>Digitalized national tests in mathematics: a way of increasing and securing equity?
2019 (English)In: PROCEEDINGS OF THE TENTH INTERNATIONAL MATHEMATICS EDUCATION AND SOCIETY CONFERENCE: Hyderabad, India January 28th to February 2nd, 2019 / [ed] Jayasree Subramanian, Hyderabad, India, 2019Conference paper, Published 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.

Place, publisher, year, edition, pages
Hyderabad, India: , 2019
Keywords
Equity, National tests, Mathematics, Quality, Policy
National Category
Social Sciences Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-71668 (URN)
Conference
The tenth International Mathematics Education and Society conference (MES10), Hyderabad, India, Jan 28th-Feb 2nd, 2019
Available from: 2019-01-22 Created: 2019-01-22 Last updated: 2019-02-14Bibliographically approved
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
Open this publication in new window or tab >>Investigating the politics of meaning(s) in Nordic research on special education mathematics​: developing a methodology​
2018 (English)In: 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, p. 141-150Conference paper, Published paper (Refereed)
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.

Place, publisher, year, edition, pages
Göteborg: Svensk förening för MatematikDidaktisk Forskning - SMDF, 2018
Series
Skrifter från Svensk Förening för MatematikDidaktisk Forskning, ISSN 1651-3274 ; 13
Keywords
Special education, Mathematics education, Research, Policy of Meaning
National Category
Social Sciences Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-71280 (URN)978-91-984024-2-1 (ISBN)
Conference
Madif 11, Karlstad, Sweden,January 23–24, 2018
Available from: 2019-01-09 Created: 2019-01-09 Last updated: 2019-01-10Bibliographically approved
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.
Open this publication in new window or tab >>"It is only a test": Social aspects of displaying knowledge in mathematics for second language learners
2018 (English)Manuscript (preprint) (Other academic)
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.

Keywords
Second language learner, assessment in mathematics, opportunity to display knowledge
National Category
Social Sciences Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-71103 (URN)
Conference
CERME 10, Dublin, Ireland, 10 Feb. 2017
Available from: 2019-01-04 Created: 2019-01-04 Last updated: 2019-01-10Bibliographically approved
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.
Open this publication in new window or tab >>The governing of three researchers' technologies of the self
2018 (English)In: The Montana Mathematics Enthusiast, ISSN 1551-3440, E-ISSN 1551-3440, Vol. 15, no 1-2, p. 278-302, article id 15Article in journal (Refereed) 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”. 

Place, publisher, year, edition, pages
Information Age Publishing, 2018
Keywords
Governmentality, Technologies of power, Technologies of the self, Mathematics for all, Socio-political, Subjectification, Subjectivation, Researchers
National Category
Didactics
Research subject
didactics of mathematics
Identifiers
urn:nbn:se:oru:diva-70244 (URN)000423964700017 ()2-s2.0-85042533124 (Scopus ID)
Available from: 2018-11-19 Created: 2018-11-19 Last updated: 2018-11-20Bibliographically approved
Bagger, A. (2017). Den flerspråkiga elevens nationella provdeltagande i matematik: diskursiva förutsättningar. Utbildning och Demokrati, 26(2), 95-111
Open this publication in new window or tab >>Den flerspråkiga elevens nationella provdeltagande i matematik: diskursiva förutsättningar
2017 (Swedish)In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 26, no 2, p. 95-111Article in journal (Refereed) 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.

Place, publisher, year, edition, pages
Örebro: Örebo Universitet, 2017
Keywords
Discourse, second language learners, assessment, Flerspråkighet, diskurs, bedömning, matematik, nationella prov
National Category
Pedagogical Work Didactics
Research subject
educational work; didactics of mathematics
Identifiers
urn:nbn:se:oru:diva-70235 (URN)
Available from: 2018-11-19 Created: 2018-11-19 Last updated: 2018-11-20Bibliographically approved
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
Open this publication in new window or tab >>"It is only a test": social aspects of displaying knowledge in mathematics for second language learners
2017 (English)In: 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, p. 1433-1440Conference paper, Published 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.

Place, publisher, year, edition, pages
Dublin: Institute of Education, Dublin City University, 2017
Keywords
Second language learner, assessment in mathematics, opportunity to display knowledge.
National Category
Didactics
Research subject
didactics of mathematics
Identifiers
urn:nbn:se:oru:diva-70236 (URN)978-1-873769-73-7 (ISBN)
Conference
Tenth Congress of the European Society for Research in Mathematics Education (CERME10), Dublin, Ireland, February 1-5, 2017
Available from: 2018-11-19 Created: 2018-11-19 Last updated: 2018-11-22Bibliographically approved
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
Open this publication in new window or tab >>Quality and equity in the era of national testing: the case of Sweden
2017 (English)In: World yearbook of education 2017: assessment inequalities / [ed] Julie Allan, Alfredo J. Artiles, London: Routledge , 2017, p. 68-88Chapter in book (Refereed)
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.

Place, publisher, year, edition, pages
London: Routledge, 2017
Series
World Yearbook of Education Series
Keywords
national assessement, equity, quality, third grade, mathematics
National Category
Pedagogy Didactics
Research subject
didactics of mathematics; Education
Identifiers
urn:nbn:se:oru:diva-70241 (URN)978-1-138-69922-9 (ISBN)978-1-315-51737-7 (ISBN)
Available from: 2018-11-19 Created: 2018-11-19 Last updated: 2018-11-22Bibliographically approved
Bagger, A. (2017). The discourse regarding the multilingual student in need of support in test-instructions. In: ICT in mathematics education: the future and the realities : proceedings of MADIF 10 : the tenth research seminar of the Swedish society for research in mathematics education, Karlstad, January 26-27, 2016. Paper presented at The tenth research seminar of the Swedish Society for Research in Mathematics Education (MADIF 10), Karlstad, Sweden, January 26-28, 2016 (pp. 151). Göteborg: Svensk förening för matematikdidaktisk forskning (SMDF)
Open this publication in new window or tab >>The discourse regarding the multilingual student in need of support in test-instructions
2017 (English)In: ICT in mathematics education: the future and the realities : proceedings of MADIF 10 : the tenth research seminar of the Swedish society for research in mathematics education, Karlstad, January 26-27, 2016, Göteborg: Svensk förening för matematikdidaktisk forskning (SMDF) , 2017, p. 151-Conference paper, Oral presentation with published abstract (Refereed)
Place, publisher, year, edition, pages
Göteborg: Svensk förening för matematikdidaktisk forskning (SMDF), 2017
Series
Skrifter från Svensk förening för matematikdidaktisk forskning, ISSN 1651-3274 ; 11
Keywords
student in need of support, test instructions, multilingual
National Category
Didactics
Research subject
didactics of mathematics
Identifiers
urn:nbn:se:oru:diva-70243 (URN)978-91-984024-0-7 (ISBN)
Conference
The tenth research seminar of the Swedish Society for Research in Mathematics Education (MADIF 10), Karlstad, Sweden, January 26-28, 2016
Available from: 2018-11-19 Created: 2018-11-19 Last updated: 2018-11-22Bibliographically approved
Silfver, E., Sjöberg, G. & Bagger, A. (2016). An 'appropriate' test taker: the everyday classroom during the national testing period in school year three in Sweden. Ethnography and Education, 11(3), 237-252
Open this publication in new window or tab >>An 'appropriate' test taker: the everyday classroom during the national testing period in school year three in Sweden
2016 (English)In: Ethnography and Education, ISSN 1745-7823, E-ISSN 1745-7831, Vol. 11, no 3, p. 237-252Article in journal (Refereed) Published
Abstract [en]

This article draws on data from a bigger project where we explore what is taking place in the daily life of classrooms during the national testing period in mathematics for nine- to ten-year-old children in Sweden. Data was produced by observations, video-recordings, and interviews with children. The article shows on a micro level how assessment trends, on a macro level, affect children. It further focuses how children through different repertoires of time position themselves as 'appropriate' test takers.

Place, publisher, year, edition, pages
Routledge, 2016
Keywords
children, classroom, competition, mathematics, testing discourse, video data
National Category
Pedagogical Work
Research subject
didactics of mathematics
Identifiers
urn:nbn:se:oru:diva-70250 (URN)10.1080/17457823.2015.1085323 (DOI)000388410700001 ()2-s2.0-84945217081 (Scopus ID)
Projects
Vad gör testandet med eleven?
Funder
Swedish Research Council, Dnr 721-2008-4646
Available from: 2018-11-19 Created: 2018-11-19 Last updated: 2018-11-21Bibliographically approved
Bagger, A. (2016). Pressure at stake: Swedish third graders' talk about national tests in mathematics. Nordisk matematikkdidaktikk, NOMAD: [Nordic Studies in Mathematics Education], 21(1), 47-69
Open this publication in new window or tab >>Pressure at stake: Swedish third graders' talk about national tests in mathematics
2016 (English)In: Nordisk matematikkdidaktikk, NOMAD: [Nordic Studies in Mathematics Education], ISSN 1104-2176, Vol. 21, no 1, p. 47-69Article in journal (Refereed) Published
Abstract [en]

This article presents part of a larger scale ethnographic study1 about Swedish national tests in mathematics in the third grade. Indications concerning possible needs in the test situation are examined through 102 pupils’ talk about pressure and what is at stake. Results imply that this test could be experienced as a high stakes test. Negative pressure is quite common, especially among multilingual pupils in need of support and boys in need of support. There are gendered differences in the talk about what is at stake. The article frames who the pupil in need of support might be from a pupil’s perspective, but also discusses how these possible positions of need might be managed in practice.

Place, publisher, year, edition, pages
Göteborg: Nationellt centrum för matematikutbildning, Göteborgs universitet, 2016
Keywords
national tests, pressure, mathematics, third grade, position of need
National Category
Educational Sciences
Research subject
educational work
Identifiers
urn:nbn:se:oru:diva-70238 (URN)
Available from: 2018-11-19 Created: 2018-11-19 Last updated: 2018-11-22Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-7182-5649

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