Anette Bagger
Title: Associate Senior Lecturer School/office: School of Humanities, Education and Social Sciences
Email:
Phone: +46 19 303746
Room: F3232
Research subject
Research environments
About Anette Bagger
Bagger has a background as a primary school teacher in Science and Mathematics in grades 3-9, special education teacher and counselor at the Special Education School Authority (SPSM). Interests and focus areas have been school development and promoting equity in the opportunities to learn for all students.
Baggers research fields are mainly Special Education, Mathematics Didactics and assessment. This means a focus on students in need of support and what the specifics in the teaching and learning for this student group on an individual, group and organizational level. Issues of equity, participation, exclusion and inclusion are often raised in Anettes research concerning these various levels. Aspects of multilingualism and language skills generally in assessment practice are also areas of interest. Planning, implementation and consequences of different assessment practices are areas often involved in her research. These are emphasized as having socio-political, relational and social aspects.
Bagger has a degree in postgraduate education is a Degree of Doctor of Philopsophy in Educational Work with specialization in Mathematics and primarily researches what special educational mathematics is in practice and in research: which methods, what students and what knowledge seem to be about. Anette have peer-reviewed research articles for NOMAD and for RME (Research In Mathematics Education) and participate as a guest editor in a forthcoming issue in NOMAD related to mathematical difficulties.
Research projects
Research teams
Publications
Articles in journals |
Chapters in books |
Conference papers |
Doctoral theses, comprehensive summaries |
Manuscripts |
Other |
Articles in journals
Bagger, A.
& Öhman, A. (2021). Hållbar inkludering: En väg till ett hållbart samhälle?. Utbildning och Demokrati, 30 (1), 3-7.
Vogt, M. , Andersen, K. , 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, 155, 18-21.
Bagger, A.
& Lillvist, A. (2021). Mediala diskurser om inkludering: En berättelse om (gem)ensamhet. Utbildning och Demokrati, 30 (1), 45-74.
Bagger, A. , Roos, H.
& Engvall, M. (2020). Directions of intentionalities in special needs education in mathematics. Educational Studies in Mathematics (104), 41-63.
Bagger, A. , Holgersson, I. , Reikerås, E.
& Bergqvist, E. (2020). Editoral on Special needs education in mathematics. Nordisk matematikkdidaktikk, NOMAD: [Nordic Studies in Mathematics Education], 25 (3-4), 1-5.
Roos, H. , Lindfors, M.
& Bagger, A. (2020). Educational settings in relation to special educational needs in mathematics. Nordisk matematikkdidaktikk, NOMAD: [Nordic Studies in Mathematics Education], 25 (3-4), 95-113.
Bagger, A. (2020). Opportunities to display knowledge during national assessment in mathematics: a matter of access and participation. European Journal of Special Needs Education.
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, 2 (2), 1-25.
Bagger, A. , Björklund Boistrup, L.
& Norén, E. (2018). The governing of three researchers' technologies of the self. The Montana Mathematics Enthusiast, 15 (1-2), 278-302.
Bagger, A. (2017). Den flerspråkiga elevens nationella provdeltagande i matematik: diskursiva förutsättningar. Utbildning och Demokrati, 26 (2), 95-111.
Silfver, E. , Sjöberg, G.
& Bagger, A. (2016). An 'appropriate' test taker: the everyday classroom during the national testing period in school year three in Sweden. Ethnography and Education, 11 (3), 237-252.
Bagger, A. (2016). Pressure at stake: Swedish third graders' talk about national tests in mathematics. Nordisk matematikkdidaktikk, NOMAD: [Nordic Studies in Mathematics Education], 21 (1), 47-69.
Bagger, A. (2016). Student Equity vs Test Equality?: support during third graders' national tests in mathematics in Sweden. Cursiv [publisher: Institut for Didaktik, Danmarks Pædagogiske Universitetsskole, Aarhus Universitet, DK] (18), 123-139.
Nyroos, M. , Korhonen, J. , Peng, A. , Linnanmäki, K. , Svens-Liavåg, C. , Bagger, A.
& Sjöberg, G. (2015). Cultural and Gender Differences in Experiences and Expression of Test Anxiety Among Chinese, Finnish, and Swedish Grade 3 Pupils. International Journal of School & Educational Psychology, 3 (1), 37-48.
Bagger, A. (2015). De nationella proven som en arena för likvärdighetsfrågor. Specialpedagogisk tidskrift (3), 4-6.
Sjöberg, G. , Silfver, E.
& Bagger, A. (2015). Disciplined by tests. Nordisk matematikkdidaktikk, NOMAD: [Nordic Studies in Mathematics Education], 20 (1), 55-75.
Silfver, E. , Sjöberg, G.
& Bagger, A. (2013). Changing Our Methods and Disrupting the Power Dynamics: National Tests in Third-Grade Classrooms. International Journal of Qualitative Methods, 12, 39-51.
Nyroos, M. , Bagger, A. , Silfver, E.
& Sjöberg, G. (2012). Exploring the presence of test anxiety and its relation to mathematical achievement in a sample of grade 3. Skrifter från Svensk förening för matematikdidaktisk forskning, 151-160.
Chapters in books
Bagger, A. (2021). Specialpedagogisk kunskapsbedömning.
In:
Åsa Hirsh; Christian Lundahl, Hållbar bedömning: Bildning, välbefinnande och utveckling i skolans bedömningsarbete (pp. 250-268).
Stockholm: Natur och kultur.
Bagger, A.
& Roos, H. (2020). The Shared Duty of Special Educational Support in Mathematics: Borders and Spaces in Degree Ordinances for Pre-service Teachers.
In:
Limin Jao; Nenad Radakovic, Borders in Mathematics Pre-Service Teacher Education (pp. 141-161).
. Springer.
Bagger, A. (2017). Quality and equity in the era of national testing: the case of Sweden.
In:
Julie Allan, Alfredo J. Artiles, World yearbook of education 2017: assessment inequalities (pp. 68-88).
London: Routledge.
Bagger, A.
& Nyroos, M. (2013). Performance, anxiety and the mathematical self image.
In:
Anne Berit Fuglestad, Special needs education in mathematics: new trends, problems and possibilities (pp. 86-91).
Kristiansand: Portal forlag.
Conference papers
Öhman, A.
& Bagger, A. (2021). Feedback from the point of view of students with special educational needs.
Paper presented at Feedback Literacy: From Education to Professional Practice, University of Surrey, Guildford UK (Online symposium), January 12-13, 2021.
Bagger, A.
& Raddock, E. (2019). Access and participation in assessment.
Paper presented at Fjärde nationella konferensen i pedagogiskt arbete. Tema: Pedagogiskt arbete i en global tid, Umeå, Sweden, August 19-20, 2019.
Bagger, A. , Norén, E. , Boistrup, L.
& Lundahl, C. (2019). Digitalized national tests in mathematics: a way of increasing and securing equity?.
In:
Jayasree Subramanian, Proceedings of the TenthInternational Mathematics Educationand Society Conference. Paper presented at The tenth International Mathematics Education and Society conference (MES10), Hyderabad, India, Jan 28th-Feb 2nd, 2019. Hyderabad, India: International Mathematics Education and Society Co.
Bagger, A.
& Helena, V. (2019). Early assessment in mathematics, the ethics in a practice close research approach.
In:
Abstractbok. Paper presented at Fjärde nationella konferensen i pedagogiskt arbete. Tema: Pedagogiskt arbete i en global tid. Umeå, 19–20 augusti, 2019.
Straehler-Pohl, H. , Bagger, A. , Black, L. , Chronaki, A.
& Kollosche, D. (2019). Introduction to the work of TWG10: Diversity and Mathematics Education: Social, Cultural and Political Challenges.
In:
Jankvist, U. T., Van den Heuvel-Panhuizen, M., & Veldhuis, M., Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education. Paper presented at 11th Congress of the European Society for Research in Mathematics Education (CERME11), Utrecht, the Netherlands, February 6-10, 2019. Utrecht: Freudenthal Group & Freudenthal Institute, Utrecht University and ERME.
Bagger, A.
& Bergström, P. (2019). The Liminal Space Between National Tests and ICT for Teaching and Learning: (Dis)Harmony of Teacher Roles.
Paper presented at European Conference on Educational Research (ECER 2019), "Education in an Era of Risk – the Role of Educational Research for the Future", Hamburg, Germany, September 3-6, 2019.
Bagger, A. , Vennberg, H.
& Lisa, B. B. (2019). The politics of early assessment in mathematics education.
In:
Jankvist, U. T., Van den Heuvel-Panhuizen, M., & Veldhuis, M., Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education. Paper presented at 11th Congress of the European Society for Research in Mathematics Education (CERME11), Utrecht, the Netherlands, February 6-10, 2019 (pp. 1831-1838). Utrecht: Freudenthal Group & Freudenthal Institute, Utrecht University and ERME.
Bagger, A. , Roos, H.
& Engvall, M. (2018). Investigating the politics of meaning(s) in Nordic research on special education mathematics: developing a methodology.
In:
J. Häggstroöm, Y. Liljekvist, J. Bergman, Ärlebäck, M. Fahlgren & O. Olande, 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. Paper presented at Madif 11, Karlstad, Sweden,January 23–24, 2018 (pp. 141-150). Göteborg: Svensk förening för MatematikDidaktisk Forskning - SMDF.
Bagger, A. (2017). "It is only a test": social aspects of displaying knowledge in mathematics for second language learners.
In:
Dooley, T., & Gueudet, G., Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education . Paper presented at Tenth Congress of the European Society for Research in Mathematics Education (CERME10), Dublin, Ireland, February 1-5, 2017 (pp. 1433-1440). Dublin: Institute of Education, Dublin City University.
Bagger, A. (2017). The discourse regarding the multilingual student in need of support in test-instructions.
In:
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. Paper presented at The tenth research seminar of the Swedish Society for Research in Mathematics Education (MADIF 10), Karlstad, Sweden, January 26-28, 2016 (pp. 151-. Göteborg: Svensk förening för matematikdidaktisk forskning (SMDF).
Bagger, A.
& Roos, H. (2015). How Research Conceptualises the Student in Need of Special Education in Mathematics.
In:
O. Helenius, A. Engström, T. Meaney, P. Nilsson, E. Norén, J. Sayers, M. Österholm, Development of Mathematics Teaching Design, Scale, Effects. Proceeding of MADIF 9. The Ninth Swedish Mathematics Education Research Seminar Umeå February 4-5, 2014. Paper presented at The Ninth Swedish Mathematics Education Research Seminar (MADIF9), Umeå, Sweden, February 4-5, 2014 (pp. 27-36). Linköping: Svensk förening för MatematikDidaktisk Forskning - SMDF.
Bagger, A. (2015). Pressures and positions of need during the Swedish third-grade National Test in Mathematics.
In:
Krainer, K. & Vondrová, N., Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education. Paper presented at Ninth Congress of the European Society for Research in Mathematics Education (CERME 9), Prague, Czech Republic, February 4-8, 2015 (pp. 1558-1563). Prague: Charles University.
Doctoral theses, comprehensive summaries
Bagger, A. (2015). Prövningen av en skola för alla: nationella provet i matematik i det tredje skolåret.
(Doctoral dissertation).
(Comprehensive summary)
Umeå: Umeå Universitet.
Manuscripts
Bagger, A. "It is only a test" : Social aspects of displaying knowledge in mathematics for second language learners.
Nyroos, M. , Korhonen, J. , Peng, A. , Linnanmäki, K. , Svens-Liavåg, C. , Bagger, A.
& Sjöberg, G. A cross-cultural analysis of test anxiety among Chinese, Finnish and Swedish pupils.