Flerspråkiga elevers lärande i matematik: strategier, resurser och undervisning

Sammanfattning

This study’s aim is to investigate how multilingual students learn mathematics and teaching strategies used to support the students’ development of knowledge. A total of eleven scientific articles were selected for analysis and comparison. The results showed that visual representation, multimodal forms of expression and the students’ whole linguistic repertoire constitute central resources for learning. Multilingual students use language, figures, symbols and gestures for meaning-making and understanding of mathematical concepts. Multiple studies highlight effects of translanguaging, guided group discussions and teacher scaffolding to strengthen students’ conceptual understanding and engagement. The classroom culture greatly influences the strategies students adopt and teaching that value multilingualism as a resource promote both engagement and learning. Further studies could explore how these strategies can be implemented in Swedish schools and how teachers’ professional development can enhance language-focused mathematics teaching.