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Is Multilingualism to Count On? Åse Hansson Is Multilingualism to Count On? the Importance of Instructional Modes for Multilingual Students' Mathematical Progress

In this study the importance of instructional modes for multilingual students’ mathematical progress is discussed and how to conceptualise and define ”instructional modes” is analyzed. Findings from a study of the educational situation in Sweden are presented. A measurement model for instructional modes in mathematics education is being explored. The traditional division in teacherversus studentcentred modes of instruction is challenged by an alternative perspective focusing on teachers’ intervention and students’ interaction. Results from this study support the possibility to adopt this alternative perspective on modes of instruction.