The meaning of mathematics instruction in multilingual classrooms: analyzing the importance of responsibility for learning
 Åse Hansson
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Abstract
In the multilingual mathematics classroom, the assignment for teachers to scaffold students by means of instruction and guidance in order to facilitate language progress and learning for all is often emphasized. In Sweden, where mathematics education is characterized by a low level of teacher responsibility for students’ performance, this responsibility is in part passed on to students. However, research investigating the complexity of relations between mathematics teaching and learning in multilingual classrooms, as well as effect studies of mathematics teaching, often take the existence of teachers’ responsibility for offering specific content activities for granted. This study investigates the relations between different aspects of responsibility in mathematics teaching and students’ performance in the multilingual mathematics classroom. The relationship between different group compositions and how the responsibility is expressed is also investigated. Multilevel structural equation models using TIMSS 2003 data identified a substantial positive influence on mathematics achievement of teachers taking responsibility for students’ learning processes by organizing and offering a learning environment where the teacher actively and openly supports the students in their mathematics learning, and where the students also are active and learn mathematics themselves. A correlation was also revealed between group composition, in terms of students’ social and linguistic background, and how mathematics teaching was performed. This relationship indicates pedagogical segregation in Swedish mathematics education by teachers taking less responsibility for students’ learning processes in classes with a high proportion of students born abroad or a high proportion of students with low socioeconomic status.
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 Title
 The meaning of mathematics instruction in multilingual classrooms: analyzing the importance of responsibility for learning
 Open Access
 Available under Open Access This content is freely available online to anyone, anywhere at any time.
 Journal

Educational Studies in Mathematics
Volume 81, Issue 1 , pp 103125
 Cover Date
 20120901
 DOI
 10.1007/s106490129385y
 Print ISSN
 00131954
 Online ISSN
 15730816
 Publisher
 Springer Netherlands
 Additional Links
 Topics
 Keywords

 Mathematics teaching
 Second language learners
 Responsibility for learning
 Pedagogical segregation
 Hierarchical modelling with latent variables
 Authors

 Åse Hansson ^{(1)}
 Author Affiliations

 1. Department of Pedagogical, Curricular and Professional Studies, University of Gothenburg, Box 300, 405 30, Gothenburg, Sweden