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| 204. |
- Bagger, Anette, 1974-
(författare)
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Den flerspråkiga elevens nationella provdeltagande i matematik : diskursiva förutsättningar
- 2017
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Ingår i: Utbildning och Demokrati. - Örebro : Örebo Universitet. - 1102-6472 .- 2001-7316. ; 26:2, s. 95-111
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Tidskriftsartikel (refereegranskat)abstract
- Multilingual students’ participation in national tests in mathematics – discursive prerequisites. This article explores discursive prerequisites in test-taking for second language learners with other mother tongues than Swedish. Four students were interviewed in 2016 during their final year of compulsory school. The results imply that multilingual students are positioned as disadvantaged within testing. This phenomenon is mainly situated in a competitive discourse with several subordinated discourses that further position the students: A discourse of justice positioned the students as being sorted or left behind, a discourse of handling the assessment positioned the students as caretakers and a discourse of future challenges positioned the students as struggling while learning, being capable to learn or facing positive challenges. The results imply that national testing is a personal and relational experience and gives rise to issues of legitimacy and equality. These issues should be considered in policy-making, the construction and the carrying out of tests as well as in the conclusions which are based on the results on individual, group and organisational levels.
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- Bagger, Anette, 1974-, et al.
(författare)
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Early assessment in mathematics, the ethics in a practice close research approach
- 2019
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Ingår i: Abstractbok.
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Konferensbidrag (refereegranskat)abstract
- 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.ReferencesBagger, A., Björklund, L. & Vennberg, H. (accepted). The politics of early assessment in mathematics education. CERME11 in Utrecht, January 2019.Vennberg, H. & Norqvist, M. (2018). Counting on – long term effects of an early intervention program. In Bergqvist, E., Österholm, M., G, C & Sumpter, L. (Eds.), Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education, Vol. 4, (pp. 355-362). Umeå, Sweden: PME.
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| 207. |
- Bagger, Anette, 1974-, et al.
(författare)
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Ethical and Philosophical Dimensions of Mathematics Assessment
- 2022
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Ingår i: Philosophy of Mathematics Education Journal. - Exeter : Paul Ernest and based at School of Education, University of Exeter. - 1465-2978. ; :39, s. 1-11
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Tidskriftsartikel (refereegranskat)abstract
- This article provides an opportunity to re-think traditional ways of assessing students’ knowledge in mathematics through a discussion of the ethical and philosophical aspects of assessment. This is achieved by applying Bornemark and Cusa’s thinking of humans’ calculating (ratio practices) and reflecting (intellectus practices) capacities on assessment and discussing the possibilities and pitfalls that emerge as these capacities come into use. This is illustrated with the policy and practice concerning the assessment practices of students with intellectual disabilities (ID) in Sweden. The article provides a path for recognizing and reflecting on what kind of knowledge production researchers, teachers, and students contribute to as they engage in assessment. This creates an opportunity to re-think how we fabricate students, knowledge, and mathematics and how we wish to do so in the future.
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| 208. |
- Bagger, Anette, 1974-
(författare)
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Evaluation of Swedish educational material
- 2021
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Ingår i: ECER 2021.
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Konferensbidrag (refereegranskat)abstract
- 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.
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| 209. |
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| 210. |
- Bagger, Anette, 1974-, et al.
(författare)
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Inclusion Seen Through The Fabrication Of The Disabled Child In Policy Documents
- 2021
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Ingår i: ISCHE 42 - Looking from Above and Below: Rethinking the Social in the History of Education. - : International Standing Conference for the History of Education (ISCHE), Berlin / School of Humanities, Education and Social Sciences, Örebro University. ; , s. 37-38
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)
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