The Meaning of Mathematics Instruction in Multilingual Classrooms: Analyzing the Importance of Responsibility for Learning

Autor/in	Hansson, Ase
Titel	The Meaning of Mathematics Instruction in Multilingual Classrooms: Analyzing the Importance of Responsibility for Learning
Quelle	In: Educational Studies in Mathematics, 81 (2012) 1, S.103-125 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1007/s10649-012-9385-y
Schlagwörter	Mathematics Education; Economic Status; Student Attitudes; Structural Equation Models; Mathematics Achievement; Multilingualism; Learning Processes; Foreign Countries; Teacher Responsibility; Mathematics Instruction; Teaching Methods; Educational Environment; Educational Research; Sweden + Suchen Sie Ihr Suchwort? Mathematische Bildung; Schülerverhalten; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mehrsprachigkeit; Multilingualismus; Learning process; Lernprozess; Ausland; Lehrverpflichtung; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungsforschung; Pädagogische Forschung; Schweden
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 socio-economic status. (Contains 1 footnote, 4 tables, and 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10