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  • 1.
    Andersen, Katja N.
    et al.
    University of Luxembourg, Luxembourg.
    Bagger, Anette
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Language Policies in STEM Subjects: Triggering Inclusion, Exclusion, or Abjection?2023Ingår i: Discourse and Communication for Sustainable Education, ISSN 1691-6301, Vol. 14, nr 1, s. 85-98Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The combination of language policies, the global testing industry, and the role of STEM subjects 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 of developing into a point of systematic exclusion for those students. In this article we will consider the language policies in two national contexts, the Swedish and the Luxembourgish ones, and specifically examine issues of in(ex)clusion in relation to multilingualism 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 a methodology that builds on Popkewitzís (2013; 2014) approach to politics of schooling. Our results show, first, that different policies on language and multilingualism become visible in policy documents for primary school teaching in Sweden and Luxembourg. Secondly, this article discusses what impacts these policies may have on matters of inclusion, exclusion, or abjection in STEM teaching contexts at primary schools.

  • 2.
    Andersen, Katja N
    et al.
    Universität Luxemburg, Esch-sur-Alzette, Luxembourg.
    Vogt, Michaela
    Universität Bilefeld, Bielefeld, Germany.
    Bagger, Anette
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Macchia, Vanessa
    Free University of Bozen-Bolzano, Bruneck-Brunico, Italy.
    Bierschwale, Christoph
    Universität Bilefeld, Bielefeld, Germany.
    Perspective luxembourgeoise: Conclusions sur le caractère inclusif des supports pédagogiques2022Ingår i: Forum für Politik, Gesellschaft und Kultur in Luxemburg, ISSN 1680-2322, nr 423, s. 12-15Artikel i tidskrift (Refereegranskat)
  • 3.
    Andersson, Anna-Lena
    et al.
    The School of Education, Culture and Communication, and Special Education, Mälardalen University, Västerås, Sweden.
    Bagger, Anette
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Lillvist, Anne
    The School of Education, Culture and Communication, and Special Education, Mälardalen University, Västerås, Sweden.
    Looking through the kaleidoscope of inclusion in policy on students with intellectual disabilities2023Ingår i: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591XArtikel i tidskrift (Refereegranskat)
    Abstract [en]

    In Sweden, the Compulsory School for Students with Intellectual Disabilites (CSSID) is currently experiencing political change, as this type of school is being renamed and is undergoing organisational changes. The inclusion of children with intellectual disabilities (ID) in schooling, and in general society, has been challenged and debated for decades; such debates are at the heart of some of these changes. In this study, we have systematically investigated the policy work (e.g. government reports and statements) preceding and governing the changes. Hence, the purpose of the study is to contribute knowledge on how policy documents inscribe meaning to the inclusion of children with ID. Results show that discourses on inclusion are connected to neoliberal values and practices, such as assessment, global comparison, and accountability. It has been suggested that this may have a profound and long-term effect on how children with ID are fabricated and hence, how the child with ID and their education can be understood in terms of being included in the idea of ‘all students’ in policy, and in addition, in practice.

  • 4.
    Andersson, Anna-Lena
    et al.
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap. Mälardalen University, Västerås, Sweden.
    Lillvist, Anne
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap. Mälardalen University, Västerås, Sweden.
    Bagger, Anette
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    The stealth policy of inclusion of students with intellectual disability2022Ingår i: EDUCATION AND INVOLVEMENT IN PRECARIOUS TIMES: ABSTRACT BOOK. NERA CONFERENCE 2022 / [ed] Mikael Dal, School of Education, University of Iceland , 2022, s. 1039-1039Konferensbidrag (Refereegranskat)
    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

     

       

  • 5.
    Bagger, Anette
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Access to displaying knowledge during assessment: a matter of sustainability2021Konferensbidrag (Refereegranskat)
    Ladda ner fulltext (pdf)
    Access to displaying knowledge during assessment – a matter of sustainability
  • 6.
    Bagger, Anette
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Book Review: Care in mathematics education: alternative educational spaces and practices2023Ingår i: Research in Mathematics Education, ISSN 1479-4802, E-ISSN 1754-0178, Vol. 25, nr 3, s. 409-413Artikel, recension (Refereegranskat)
  • 7.
    Bagger, Anette
    Department of science and mathematics education, Umeå University, Umeå, Sweden.
    De nationella proven som en arena för likvärdighetsfrågor2015Ingår i: Specialpedagogisk tidskrift, ISSN 2000-429X, nr 3, s. 4-6Artikel i tidskrift (Övrig (populärvetenskap, debatt, mm))
  • 8.
    Bagger, Anette
    Umeå University, Umeå, Sweden.
    Den flerspråkiga elevens nationella provdeltagande i matematik: diskursiva förutsättningar2017Ingår i: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 26, nr 2, s. 95-111Artikel i tidskrift (Refereegranskat)
    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.

    Ladda ner fulltext (pdf)
    Den flerspråkiga elevens nationella provdeltagande i matematik - diskursiva förutsättningar
  • 9.
    Bagger, Anette
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Discourses on inclusion of students with intellectual disabilities in policy2022Ingår i: 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, s. 27-45Kapitel i bok, del av antologi (Refereegranskat)
  • 10.
    Bagger, Anette
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Evaluation of Swedish educational material2021Konferensbidrag (Refereegranskat)
    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.

    References 

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

      

  • 11.
    Bagger, Anette
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Inkluderande undervisningsmaterial: rapport från ett EU-projekt2021Konferensbidrag (Övrig (populärvetenskap, debatt, mm))
    Ladda ner fulltext (pdf)
    Inkluderande undervisningsmaterial
  • 12.
    Bagger, Anette
    Department of science and mathematics education, Umeå University, Umeå, Sweden.
    "It is only a test": social aspects of displaying knowledge in mathematics for second language learners2017Ingår 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 (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.

  • 13.
    Bagger, Anette
    Umeå University, Umeå, Sweden.
    "It is only a test": Social aspects of displaying knowledge in mathematics for second language learners2018Manuskript (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.

    Ladda ner fulltext (pdf)
    ”It is only a test”-social aspects of displaying knowledge in mathematics for second language learners
  • 14.
    Bagger, Anette
    Department of science and mathematics education, Umeå University, Umeå, Sweden.
    Möjligheter till stöd och tillgång till lärande i matematik2015Övrigt (Övrig (populärvetenskap, debatt, mm))
  • 15.
    Bagger, Anette
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Opportunities to display knowledge during national assessment in mathematics: a matter of access and participation2022Ingår i: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591X, Vol. 37, nr 1, s. 104-117Artikel i tidskrift (Refereegranskat)
    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.

  • 16.
    Bagger, Anette
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Participation as both a discursive/positional and narrative/lived issue of shifting frontiers2021Ingår i: Symposium led by Paulo Tan: Disability and inclusive equity in light of old and new frontiers of mathematics assessment. Paper session 3, 2021Konferensbidrag (Refereegranskat)
    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.

    Ladda ner fulltext (pdf)
    Participation as both a discursive/positional and narrative/lived issue of shifting frontiers
  • 17.
    Bagger, Anette
    Department of science and mathematics education, Umeå University, Umeå, Sweden.
    Pressure at stake: Swedish third graders' talk about national tests in mathematics2016Ingår i: Nordisk matematikkdidaktikk, NOMAD: [Nordic Studies in Mathematics Education], ISSN 1104-2176, Vol. 21, nr 1, s. 47-69Artikel i tidskrift (Refereegranskat)
    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.

  • 18.
    Bagger, Anette
    Department of science and mathematics education, Umeå University, Umeå, Sweden.
    Pressures and positions of need during the Swedish third-grade National Test in Mathematics2015Ingår i: Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education / [ed] Krainer, K. & Vondrová, N., Prague: Charles University , 2015, s. 1558-1563Konferensbidrag (Refereegranskat)
    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.

  • 19.
    Bagger, Anette
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Provgivande med flerspråkiga provdeltagare: Styrningen av nationella prov i matematik2022Ingår i: Matematikundervisningens sociopolitiska utmaningar / [ed] Paola Valero; Lisa Björklund Boistrup; Iben Maj Christiansen; Eva Norén, Stockholm: Stockholm University Press, 2022, s. 101-128Kapitel i bok, del av antologi (Refereegranskat)
    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.

  • 20.
    Bagger, Anette
    Department of science and mathematics education, Umeå University, Umeå, Sweden.
    Prövningen av en skola för alla: nationella provet i matematik i det tredje skolåret2015Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
    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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  • 21.
    Bagger, Anette
    Department of science and mathematics education, Umeå University, Umeå, Sweden.
    Quality and equity in the era of national testing: the case of Sweden2017Ingår 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.

  • 22.
    Bagger, Anette
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Reflections on International Education Research on Global Issues of Local Specifications2022Konferensbidrag (Övrigt vetenskapligt)
    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.

  • 23.
    Bagger, Anette
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Specialpedagogisk kunskapsbedömning2021Ingår i: Hållbar bedömning: Bildning, välbefinnande och utveckling i skolans bedömningsarbete / [ed] Åsa Hirsh; Christian Lundahl, Stockholm: Natur och kultur, 2021, s. 250-268Kapitel i bok, del av antologi (Övrig (populärvetenskap, debatt, mm))
  • 24.
    Bagger, Anette
    Department of science and mathematics education, Umeå University, Umeå, Sweden.
    Student Equity vs Test Equality?: support during third graders' national tests in mathematics in Sweden2016Ingår i: Cursiv [publisher: Institut for Didaktik, Danmarks Pædagogiske Universitetsskole, Aarhus Universitet, DK], ISSN 1901-8878, E-ISSN 1901-8886, nr 18, s. 123-139Artikel i tidskrift (Refereegranskat)
    Abstract [sv]

    Denna artikel studerar förutsättningarna för det stöd som kan ges till elever i samband med det nationella provet i matematik i det tredje skolåret (härefter kallat Ntm3), i Sverige under 2010 och 2011. Den stöddiskurs som aktiveras i samband med proven har avgränsats genom att provets instruktioner samt åtta intervjuer med lärare har analyserats. Resultaten indikerar att provet leder till att provdeltagarnas fokus förskjuts från lärande till kontroll och att provets dubbla syften positionerar läraren som både testtagare och testgivare. Detta visar sig som en ambivalens i stöddiskursen och leder till ett pedagogiskt dilemma i situationer där provets likvärdighet sätts mot elevens.

  • 25.
    Bagger, Anette
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Så kan bedömning vara ett stöd för att utveckla undervisningen2023Övrigt (Övrig (populärvetenskap, debatt, mm))
  • 26.
    Bagger, Anette
    Department of science and mathematics education, Umeå University, Umeå, Sweden.
    The discourse regarding the multilingual student in need of support in test-instructions2017Ingår i: 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, s. 151-Konferensbidrag (Refereegranskat)
  • 27.
    Bagger, Anette
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Tillgänglighet till att visa kunskap under bedömning: En fråga om hållbarhet och delaktighet2022Ingår i: Abstractbook för Nationell konferens om särskilda utbildningsbehov i matematik: Att kunskapa om särskilda utbildningsbehov i matematik, Växjö: Linnéuniversitetet , 2022Konferensbidrag (Övrigt vetenskapligt)
    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.   

  • 28.
    Bagger, Anette
    et al.
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Bergström, Peter
    Umeå University, Umeå, Sweden.
    The Liminal Space Between National Tests and ICT for Teaching and Learning: (Dis)Harmony of Teacher Roles2019Konferensbidrag (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?

  • 29.
    Bagger, Anette
    et al.
    Department of Science and Mathematics Education, Umeå University, Umeå, Sweden.
    Björklund Boistrup, Lisa
    Department of Mathematics and Science Education, Stockholm University, Sweden.
    Norén, Eva
    Department of Mathematics and Science Education, Stockholm University, Sweden.
    The governing of three researchers' technologies of the self2018Ingår i: The Mathematics Enthusiast, E-ISSN 1551-3440, Vol. 15, nr 1-2, s. 278-302, artikel-id 15Artikel i tidskrift (Refereegranskat)
    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”. 

    Ladda ner fulltext (pdf)
    The governing of three researchers’ technologies of the self
  • 30.
    Bagger, Anette
    et al.
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Daniel, Östlund
    Högskolan Kristianstad, Kristianstad, Sweden.
    Hållbar bedömning med elever som har intellektuell funktionsnedsättning: Vad, hur och varför?2021Ingår i: Hållbart och meningsfullt lärande: Undervisning för elever med intellektuell funktionsnedsättning / [ed] Jonny Wåger; Daniel Östlund, Stockholm: Studentlitteratur AB, 2021, 1, s. 223-244Kapitel i bok, del av antologi (Refereegranskat)
  • 31.
    Bagger, Anette
    et al.
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Daniel, Östlund
    Kristianstad University, Kristianstad, Sweden.
    Inclusion Seen Through The Fabrication Of The Disabled Child In Policy Documents2021Ingår i: ISCHE 42 - Looking from Above and Below: Rethinking the Social in the History of Education: Book of Abstracts / [ed] Franziska Primus; Johannes Westberg, International Standing Conference for the History of Education (ISCHE), Berlin / School of Humanities, Education and Social Sciences, Örebro University , 2021, s. 37-38Konferensbidrag (Övrigt vetenskapligt)
  • 32.
    Bagger, Anette
    et al.
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Emma, Holmström
    Örnsköldsviks kommun.
    Inkluderande undervisningsmaterial och undervisning 2022Ingår i: Abstractbook för Nationell konferens om särskilda utbildningsbehov i matematik: Att kunskapa om särskilda utbildningsbehov i matematik, Växjö: Linnéuniversitetet , 2022, Växjö: Linnéuniversitetet , 2022Konferensbidrag (Övrigt vetenskapligt)
    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/  

  • 33.
    Bagger, Anette
    et al.
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Helena, Vennberg
    Institutionen för Naturvetenskapernas och Matematikens didaktik, UFM, Umeå Universitet, Umeå, Sverige.
    Early assessment in mathematics, the ethics in a practice close research approach2019Ingår i: Abstractbok, 2019Konferensbidrag (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.

    Ladda ner fulltext (pdf)
    Early assessment in mathematics, the ethics in a practice close research approach
  • 34.
    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, Umeå, Sweden.
    Editoral on Special needs education in mathematics2020Ingår i: Nordisk matematikkdidaktikk, NOMAD: [Nordic Studies in Mathematics Education], ISSN 1104-2176, Vol. 25, nr 3-4, s. 1-5Artikel i tidskrift (Refereegranskat)
  • 35.
    Bagger, Anette
    et al.
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Jusso, Nieminen
    Faculty of Education, Social Contexts and Policies of Education (SCAPE), University of Hong Kong.
    Ethical and Philosophical Dimensions of Mathematics Assessment2022Ingår i: Philosophy of Mathematics Education Journal, ISSN 1465-2978, nr 39, s. 1-11Artikel i tidskrift (Refereegranskat)
    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.

    Ladda ner fulltext (pdf)
    Ethical and Philosophical Dimensions of Mathematics Assessment
  • 36.
    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)ensamhet2021Ingår i: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 30, nr 1, s. 45-74Artikel i tidskrift (Refereegranskat)
    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. 

    Ladda ner fulltext (pdf)
    Mediala diskurser om inkludering: En berättelse om (gem)ensamhet
  • 37.
    Bagger, Anette
    et al.
    Umeå University, Umeå, Sweden.
    Norén, Eva
    Stockholm University, Stockholm, Sweden.
    Boistrup, Lisa
    Stockholm University, Stockholm, Sweden.
    Lundahl, Christian
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Digitalized national tests in mathematics: a way of increasing and securing equity?2019Ingår i: Proceedings of the TenthInternational Mathematics Educationand Society Conference / [ed] Jayasree Subramanian, Hyderabad, India: International Mathematics Education and Society Co , 2019Konferensbidrag (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.

    Ladda ner fulltext (pdf)
    Digitalized national tests in mathematics: a way of increasing and securing equity?
  • 38.
    Bagger, Anette
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education, Umeå, Sweden.
    Nyroos, Mikaela
    Umeå University, Umeå, Sweden.
    Performance, anxiety and the mathematical self image2013Ingår i: Special needs education in mathematics: new trends, problems and possibilities / [ed] Anne Berit Fuglestad, Kristiansand: Portal forlag , 2013, s. 86-91Kapitel i bok, del av antologi (Refereegranskat)
    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.

  • 39.
    Bagger, Anette
    et al.
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    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 accountability2021Konferensbidrag (Refereegranskat)
    Ladda ner fulltext (pdf)
    Beyond Ability Rankings: Educational Assessment as Relational Rigor and Accountability
  • 40.
    Bagger, Anette
    et al.
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Raddock, Elisabeth
    Umeå University, Umeå, Sweden.
    Access and participation in assessment2019Konferensbidrag (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.

  • 41.
    Bagger, Anette
    et al.
    Department of science and mathematics education, Umeå University, Umeå, Sweden.
    Roos, Helena
    Linnaeus University, Växjö, Sweden.
    How Research Conceptualises the Student in Need of Special Education in Mathematics2015Ingår i: 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, s. 27-36Konferensbidrag (Refereegranskat)
    Abstract [en]

    The focus of this paper is the conceptualisation of students in special educational needs in mathematics (SEM students) in the research fields of mathematics and special education. A difference between fields regarding the perspectives taken on the SEM student is obvious in the reviewed articles. Those in the special educational field were individual oriented in their view of the difficulties, whilst reviewed articles from the field of mathematics education more often discuss socio-cultural settings. The content in the selected 28 articles reveals that the overall conceptualisation of SEM student has to do with the social construct of the SEM student, as well as with students’ experiences, affects, and prerequisites; with the specific training methods or interventions applied; with special areas in the subject of mathematics; with special groups of students; and with teachers’ knowledge about all these factors.

  • 42.
    Bagger, Anette
    et al.
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Roos, Helena
    Malmö Högskola, Malmö, Sweden.
    Inkluderande och likvärdig matematikundervisning: är det möjligt?2021Konferensbidrag (Övrig (populärvetenskap, debatt, mm))
    Ladda ner fulltext (pdf)
    Inkluderande och likvärdig matematikundervisning: Är det möjligt?
  • 43.
    Bagger, Anette
    et al.
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Roos, Helena
    Linnaeus University, Växjö, Sweden.
    The Shared Duty of Special Educational Support in Mathematics: Borders and Spaces in Degree Ordinances for Pre-service Teachers2020Ingår i: Borders in Mathematics Pre-Service Teacher Education / [ed] Limin Jao; Nenad Radakovic, Springer, 2020, s. 141-161Kapitel i bok, del av antologi (Refereegranskat)
    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.

    Ladda ner fulltext (pdf)
    The Shared Duty of Special Educational Support in Mathematics: Borders and Spaces in Degree Ordinances for Pre-service Teachers
  • 44.
    Bagger, Anette
    et al.
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    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 mathematics2020Ingår i: Educational Studies in Mathematics, ISSN 0013-1954, E-ISSN 1573-0816, nr 104, s. 41-63Artikel, forskningsöversikt (Refereegranskat)
    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.

  • 45.
    Bagger, Anette
    et al.
    Umeå University, Umeå, Sweden.
    Roos, Helena
    Linneaus University, Sweden.
    Engvall, Margareta
    Linköping University, Linköping, Sweden.
    Investigating the politics of meaning(s) in Nordic research on special education mathematics​: developing a methodology​2018Ingår 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 (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.

    Ladda ner fulltext (pdf)
    Investigating the politics of meaning(s) in Nordic research on special education mathematics: developing a methodology
  • 46.
    Bagger, Anette
    et al.
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Vennberg, Helena
    Umeå Municipality, Umeå, Sweden.
    Assessment of mathematics in Preschool-class2021Konferensbidrag (Refereegranskat)
    Ladda ner fulltext (pdf)
    Assessment of mathematics in Preschool-class
  • 47.
    Bagger, Anette
    et al.
    Umeå University, Umeå, Sweden.
    Vennberg, Helena
    Umeå University, Umeå, Sweden.
    Lisa, Björklund Boistrup
    Stockholm University, Stockholm, Sweden; Malmö University, Malmö, Sweden.
    The politics of early assessment in mathematics education2019Ingår i: Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education / [ed] Jankvist, U. T., Van den Heuvel-Panhuizen, M., & Veldhuis, M., Utrecht: Freudenthal Group & Freudenthal Institute, Utrecht University and ERME , 2019, s. 1831-1838Konferensbidrag (Refereegranskat)
    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.

  • 48.
    Bagger, Anette
    et al.
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Ålander, Jonas
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Karlsson, Josefine
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Teaching materials and their quality: as aspects of inclusion2023Konferensbidrag (Refereegranskat)
  • 49.
    Bagger, Anette
    et al.
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Öhman, Anna
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Hållbar inkludering: En väg till ett hållbart samhälle?2021Ingår i: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 30, nr 1, s. 5s. 3-7Artikel i tidskrift (Övrigt vetenskapligt)
    Abstract [sv]

    Temainledning till temanummer om inkludering

    Ladda ner fulltext (pdf)
    Hållbar inkludering: En väg till ett hållbart samhälle?
  • 50.
    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
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Macchia, Vanessa
    Free University of Bozen-Bolzano, Bruneck-Brunico, Italy.
    Qualitätskriterien von inklusiven Bildungsmedien im Fach Mathematik: Theoretische und empirische Rahmenbedingungen2020Ingår i: k:ON - Kölner Online Journal für Lehrer*innenbildung, ISSN 2701-1429, Vol. 2, nr 2, s. 1-25Artikel i tidskrift (Refereegranskat)
    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.

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