Description
The project consists of two sub-studies. The first investigates how policies, guidelines, and national assessment frameworks shape the conditions for assessment as a form of care for learning. The second examines how teachers implement and adapt national assessments in practice, focusing on their planning, execution, and follow-up. These studies are conducted in collaboration with four schools over three years, using qualitative methods such as policy analysis, teacher reflections, surveys and focus group discussions.
This research contributes new theoretical insights by extending Watson’s (2021) "Care for the Learning of Mathematics" model to include national assessment. By doing so, it offers a framework for understanding how assessment can support rather than hinder student learning. The findings aim to inform educational policy and practice, promoting more inclusive and supportive assessment approaches in early mathematics education.
Financiers
Selected publications
Bagger, A., Nieminen, J & Walla, M. (2024) Bedömning som omsorg omlärandet i de tidiga skolåren, Matematik- og Naturfagsdidaktik – tidsskrift for undervisere, forskere og formidlere, 23-38. https://tidsskrift.dk/mona/article/view/150681/193396
Bagger, A., & Vennberg, H. (2024). The fabrication of special education mathematics students as knowers through mandatory assessment in preschool class. Education Inquiry, 1–15. https://doi.org/10.1080/20004508.2024.2410538
Bagger, A. & Vennberg, H. (2024). Care for Learning in Mathematics - put to the test. Research in Mathematics Education. https://doi.org/10.1080/14794802.2024.2339802
Bagger, A. (2024). Ethical Dilemmas and Professional Judgement During National Assessment in Mathematics. In ETHICS AND MATHEMATICS EDUCATION: The Good, The Bad and the Ugly, edited by Paul Ernest. s 395-413. https://urn.kb.se/resolve?urn=urn:nbn:se:du-48740
Bagger, A. & Vennberg, H (2023). Care in the Mathematics Classroom. Presented at ECER 2023 in Glasgow.
Bagger, A. & Vennberg, H. (2019). Early assessment in mathematics, the ethics in a practice close research approach. I: Konferensbidrag vid Fjärde nationella konferensen i pedagogiskt arbete. Tema: Pedagogiskt arbete i en global tid. Umeå, 19–20 augusti, 2019. https://urn.kb.se/resolve?urn=urn:nbn:se:du-47374
Bagger, A., Vennberg, H., & Boistrup, L. (2019). The politics of early assessment in mathematics education. In: U. T., Van den Heuvel-Panhuizen, M., & Veldhuis, M. (Eds.), Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education CERME11, (pp. 1831–1838). Utrecht, the Netherlands: Freudenthal Group & Freudenthal Institute, Utrecht University and ERME https://hal.science/hal-02421225/document
Bagger, A. & Vennberg, H. (2021). Assessment of mathematics in Preschool-class. Konferensbidrag vid NORSMA10, Conference on quality mathematics education, Reykjavik, Iceland, (Virtual conference), November 4-5, 2021.
Bagger, A., & Vennberg, H. (2023). The Fabrication of SEM-Students as Knowers in Mathematics - Trough Mandatory Assessment in Preschool-class, Konferensbidrag at NERA 2023 in Oslo, March 15-17.
Walla, M. (2024). Matematik i förskoleklass: En studie om bedömning och matematikundervisning vid skolstart. (PhD dissertation). Högskolan Dalarna.
Walla, M. (2022). Diversity of assessment discourses in Swedish and Norwegian early mathematics education, Journal of Childhood, Education and Society 3(2), 98–111. Artikel: refereegranskat. https://doi.org/10.37291/2717638X.202232178