Anette Bagger
Biographic Data
| ID | 4218959 |
|---|---|
| NAME | Anette Bagger |
| GIVEN NAMES | Anette |
| FAMILY NAME | Bagger |
| SIGNATURE | BAGGER A |
| AFFILIATIONS | Dalarna University |
| ORCID | 0000-0001-7182-5649 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 4 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Supporting access and equity to mathematics in low-SES contexts
Disparities in achievement and equity associated with socio-economic status (SES) are particularly pronounced in mathematics. Research highlights that students from low-SES backgrounds often experience less effective instruction and lower teacher expectations. Factors such as ability grouping and school environment significantly impact attitudes and performance in mathematics, with low-SES students tending to experience higher anxiety and lower s…
Including all
This article explores the tensions within inclusive education and emphasizes the research community’s responsibility to enhance the understanding and practical application of inclusive practices. It highlights the challenges the researchers face when navigating diverse scientific disciplines, often leading to entrenched policies that overlook varied epistemologies. We aim to display and open for scrutiny current and ongoing social epistemologies …
The fabrication of special education mathematics students as knowers through mandatory assessment in preschool class
In Sweden, there has been a development of continuously more and earlier mandatory assessments in schools in the last decades. One of the latest is mandatory assessment in preschool classes from 2019, with one of the purposes to identify students in need of Special Education in Mathematics (SEM students). Preschool class is a compulsory school year for 6-year-olds which precedes compulsory school. The study at hand explores how teachers create kn…
An ‘appropriate’ test taker
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 9–10-year-old children in Sweden. Data were 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 ti…
Changing our Methods and Disrupting the Power Dynamics
This article reports on a research project relating to the newly implemented mandatory Swedish national mathematics tests for third-grade students (nine and ten years old). The project's main research concerns the students' ideas about and reactions toward these tests and how the specific test situation affects their perception of their own mathematical proficiency. Drawing on theories that suggest identities are more fluid than static, we want t…
An ‘appropriate’ test taker
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 9–10-year-old children in Sweden. Data were 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 ti…
Changing our Methods and Disrupting the Power Dynamics
This article reports on a research project relating to the newly implemented mandatory Swedish national mathematics tests for third-grade students (nine and ten years old). The project's main research concerns the students' ideas about and reactions toward these tests and how the specific test situation affects their perception of their own mathematical proficiency. Drawing on theories that suggest identities are more fluid than static, we want t…
Changing our Methods and Disrupting the Power Dynamics
This article reports on a research project relating to the newly implemented mandatory Swedish national mathematics tests for third-grade students (nine and ten years old). The project's main research concerns the students' ideas about and reactions toward these tests and how the specific test situation affects their perception of their own mathematical proficiency. Drawing on theories that suggest identities are more fluid than static, we want t…
An ‘appropriate’ test taker
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 9–10-year-old children in Sweden. Data were 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 ti…
The fabrication of special education mathematics students as knowers through mandatory assessment in preschool class
In Sweden, there has been a development of continuously more and earlier mandatory assessments in schools in the last decades. One of the latest is mandatory assessment in preschool classes from 2019, with one of the purposes to identify students in need of Special Education in Mathematics (SEM students). Preschool class is a compulsory school year for 6-year-olds which precedes compulsory school. The study at hand explores how teachers create kn…
Supporting access and equity to mathematics in low-SES contexts
Disparities in achievement and equity associated with socio-economic status (SES) are particularly pronounced in mathematics. Research highlights that students from low-SES backgrounds often experience less effective instruction and lower teacher expectations. Factors such as ability grouping and school environment significantly impact attitudes and performance in mathematics, with low-SES students tending to experience higher anxiety and lower s…
Including all
This article explores the tensions within inclusive education and emphasizes the research community’s responsibility to enhance the understanding and practical application of inclusive practices. It highlights the challenges the researchers face when navigating diverse scientific disciplines, often leading to entrenched policies that overlook varied epistemologies. We aim to display and open for scrutiny current and ongoing social epistemologies …
Sociology (4 works) · Mathematics education (3 works) · Pedagogy (3 works) · Psychology (3 works) · Global Educational Policies and Reforms (2 works) · Test (biology (2 works) · Affect (linguistics (1 work) · Children's Rights and Participation (1 work) · Class (philosophy (1 work) · Cognitive psychology (1 work)