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- Nyroos, Mikaela, 1973-, et al.
(författare)
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Exploring the presence of test anxiety and its relation to mathematical achievement in a sample of grade 3
- 2012
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Ingår i: Skrifter från Svensk förening för matematikdidaktisk forskning. - Linköping : Svensk förening för matematikdidaktisk forskning. - 1651-3274. ; , s. 151-160
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Tidskriftsartikel (refereegranskat)abstract
- The present study aims at exploring if a sample of Swedish grade 3 pupils reported any test anxiety and whether there were any relations to performance in different mathematical areas. Overall, test anxiety explained 20% of the variance for the total mathematical score, with the subscale “thoughts” as the significant predictor. The model of test anxiety also explained Number understanding, Mass and Time, Patterns, and Mathematical problems; however Mental arithmetic and Written arithmetic algorithms were not significantly explained by the model. Test anxiety seems not to be a major problem in this sample; still, significant negative correlations were found, which likely might influence the pupils in some aspects.
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- Sjöberg, Gunnar, 1958-, et al.
(författare)
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Disciplined by tests
- 2015
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Ingår i: Nordisk matematikkdidaktikk, NOMAD. - Göteborg : Nationellt centrum för matematikutbildning (NCM). - 1104-2176. ; 20:1, s. 55-75
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Tidskriftsartikel (refereegranskat)abstract
- This article reports on a Swedish research project on the reintroduction of national tests in mathematics for nine- to ten-year-old pupils. Data were collected over a period of three years (2010-2012) by video recording test situations in different classrooms and by conducting video-stimulated recall interviews with children. The aim is to explore and analyse the testing situation and how it creates different positions for children. We conclude that discourses of testing, caring and competition, sometimes strengthening and sometimes shadowing each other and thereby, produce knowledge in children about success and failure in mathematics, positioning children as ‘winners’ or ‘losers’. The tests are interpreted as a technology – a form of disciplinary power that functions at the level of the body (Foucault, 1980).
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