The importance of instruction in mathematical classrooms with increasing diversity of language. A model for description and analysis of instructional modes

In this paper the importance of teacher responsibility for knowledge generation in mathematical classrooms with increasing number of students with diverse language backgrounds is discussed. A model for description and analysis of important dimensions of teacher responsibility in instructional practise is proposed. This model challenges the potential of the traditional division into teacher- versus student-centred modes of instruction. To justify the validity of the suggested model it was confirmed against Swedish data from TIMSS 2003. The empirical results supported the possibility to adopt this alternative perspective on modes of instruction. BACKGROUND European Union is undergoing considerable demographic change with diverse language groups moving into Europe and also across national borders within the Union. The instructional practise in mathematics' education is challenged by this increasing diversity of language in the classrooms. As indicated by TIMSS-studies, Swedish students have shown a general decline in mathematics achievement from 1995 to 2007 which is valid both for students with Swedish and foreign background. Second-language students in the compulsory school are however less successful in mathematics than their Swedish classmates and the proportion of students without certificates in mathematics is larger among these students (Skolverket, 2008). Mathematical test results with low averages and increasing dispersion, are for Sweden similar to other countries' with an early differentiation (Hanushek & Wössmann, 2006). Mathematics education is however formally untracked in Sweden. This calls for research about effects of background factors on student's mathematics achievements, specifically those factors that have changed during the period of decline. The socioeconomic segregation in the Swedish schools has continued to increase in the 21 st century (Gustafsson, 2006), and this probably effects the performance. But it is also established that during the last two decades mathematics education has in Sweden become more and more individualized with less interaction among participants and less instruction and teacher responsibility for knowledge generation in favour of more "student's independent work" (Skolverket, 2004; Skolverkets Rapport nr. 323, 2008; Vinterek, 2006).